EFL Writing Assessment: Peer Assessment vs. Automated Essay Scoring
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This study aimed to explore problems and potentials of new technologies in English as foreign language (EFL) writing education. Forty-six students as a foreign language (EFL) learners in a Chinese university participated in this study. They submitted their draft to Pigai Network and Scholar Network separately and received automated essay scoring (AES) and peer assessment (PA) feedback. Results showed a moderate, positive partial correlation between PA and AES, controlling for performance level. The EFL learners in China preferred AES over PA. These findings raise several relevant issues in how to improve peer assessment feedback effectively, such as writing rubric in peer assessment, specialized peer assessment tool, technology assistant and peer feedback.
KeywordsPeer assessment Automated essay scoring English as foreign language
The authors would like to express sincerely acknowledgements:
I am grateful to Professor Ming Ming Chiu for his constructive comments on drafting and revising this paper.
This work was supported by [Teaching Quality and Teaching Reform Project in Guangdong Province] under Grant [number 236: No. 201, No. 218]; [Guangdong Provincial Philosophy and Social Sciences Project] under Grant [number GD18WXZ18]; and [The Ministry of Education’s Higher Education Department, the second batch of industry-university collaborative education project] under Grant [number 201802083033]; [Guangdong University of Foreign Studies Postgraduate International Talents Training Innovation Project].
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