Elementary English learners' engagement with automated feedback
Wilson, J., Palermo, C., & Wibowo, A. (2024). Elementary English learners' engagement with automated feedback. Learning and Instruction, 91, Article 101890. https://doi.org/10.1016/j.learninstruc.2024.101890
This study examined how elementary English learners interacted with feedback from the MI Write automated writing evaluation system. Using data from 3,459 students in grades 3-5, the authors compared non-ELs, proficient ELs, and non-proficient ELs on access to feedback, writing improvement, revision behavior, and perceptions of the system.
Key takeaways
- Language status was not associated with students' behavioral or cognitive engagement with automated feedback.
- All groups benefited similarly in terms of writing outcomes after receiving MI Write feedback.
- Proficient English learners reported significantly more positive perceptions of MI Write than their peers.
Why it matters
Provides evidence that automated writing evaluation can support the writing development of elementary English learners and that engagement and benefits are broadly comparable across language-status groups.
Coauthors
Joshua Wilson, Corey Palermo, Arianto Wibowo
Topic tags
External links