Roles of Automated Feedback in L2 Writing Instruction

Abstract

This paper tries to examine desirable roles of automated writing evaluation (AWE) systems in L2 writing instruction. Thanks to the development of computer technology, reliable AWE systems are now available, which provide diagnostic feedback on student essays. The author has been using Criterion^® in his writing course. Although it is a promising tool for L2 writing instruction, it also has drawbacks and limitations. To examine what it could do and what it could not do, the author analyzed corrective feedback from Criterion^®. The number of diagnostic feedback analyzed was 997. The author also interviewed 12 undergraduates who used Criterion^® in his writing course to clarify how they felt about the diagnostic feedback from Criterion^®. Based on the analysis of the data, the author argues the following three points: 1) Criterion^® is reliable enough to deal with language-related issues, 2) teachers’ role is to provide feedback on the content of student essays, and 3) how to organize a paragraph and an essay should be taught as a pre-writing activity.