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ERIC Number: EJ1157404
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1925-0746
The Most Preferred and Effective Reviewer of L2 Writing among Automated Grading System, Peer Reviewer and Teacher
Tsai, Min-Hsiu
World Journal of Education, v7 n4 p60-84 2017
Who is the most preferred and deemed the most helpful reviewer in improving student writing? This study exercised a blended teaching method which consists of three currently prevailing reviewers: the automated grading system (AGS, a web-based method), the peer review (a process-oriented approach), and the teacher grading technique (the product-oriented approach) in a Writing (IV) class involving 22 technological sophomore students of Modern Languages Department. The questionnaire results indicated the participants preferred the teacher as the reviewer to their peers followed by the automated grading system and considered the teacher the most effective in helping their writing. Three L2 teachers including one native speaker of English reviewed an essay which was the only and the most inconsistent case between a human rater and a machine rater in the study (2.3 vs. 3.6). This case surfaced an essential problem that the automated grading system couldn't detect and correct expressions transferred from L1. Data also revealed that teachers without training, their grammatical error identification rates are respectively 82.9%, 31.4% and 74.3%. After training, student reviewers could detect and correct from 70.2 to 79.3 percent of grammar errors on average.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A