Automated Essay Evaluation Software in English Language Arts Classrooms: Effects on Teacher Feedback, Student Motivation, and Writing Quality
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. https://doi.org/10.1016/j.compedu.2016.05.004
This quasi-experimental study examined whether combining automated essay evaluation with teacher feedback changed the feedback students received, their writing motivation, and their writing quality in eighth-grade English language arts classrooms. Teachers in the combined-feedback condition gave proportionately more higher-level feedback and reported notable time savings, while students showed greater writing persistence but no advantage in final-draft writing quality.
Key takeaways
- Combining teacher feedback with automated feedback shifted teachers toward more higher-level writing comments without reducing the overall amount of feedback.
- Teachers reported that the AEE system saved substantial time when providing writing feedback.
- Students in the combined-feedback condition demonstrated increased writing persistence, but not higher final-draft writing quality.
Why it matters
This article helped establish Dr. Wilson's early empirical contribution to AWE research by showing that automated systems may change feedback processes and motivation even when writing-quality gains are not straightforward.
Coauthors
Joshua Wilson, Amanda Czik
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