Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges
Wilson, J., & Andrada, G. (2016). Using automated feedback to improve writing quality: Opportunities and challenges. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of research on technology tools for real-world skill development (pp. 678-703). IGI Global. https://doi.org/10.4018/978-1-4666-9441-5.ch026
This chapter examines the promise and limitations of automated feedback in writing contexts, with attention to where technology can support instruction and where human judgment remains essential. It situates automated feedback within the broader automated essay evaluation literature and discusses both practical opportunities and persistent concerns.
Key takeaways
- Automated feedback can expand access to revision support when designed carefully.
- Automated feedback systems can support scaffolding for writing improvement across educational settings.
- Human review, interpretation, and instructional framing remain central.
- Implementation decisions should consider validity concerns, usability, and the instructional goals of the writing task.
Why it matters
Provides an early but still relevant foundation for understanding how automated feedback should fit within teaching practice and how it should be evaluated as an instructional technology.
Coauthors
Joshua Wilson, Gilbert Andrada
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