Impact of Automated Written Evaluated (AWE) Feedback on English Writing Accuracy of ESL University Students of Pakistan.

Abstract

Regardless of a lot of researches on use of Automated Written Evaluation (AWE) on students of English as a Second Language (ESL), this Quasi Experimental study examines the long term impact of Automated Written Evaluation Feedback (AWEF) on ESL students of Pakistani University. This study employed this technique because of its significance in examining the impact of AWE and with this design; this study explored how AWE with Grammarly helps students in improving English writing quality. Three testing occasions including Pre-Test, Post- Test and Delayed Post-Test were employed to examine the long term relative efficacy of AWE and Teacher Feedback. Over the course of semester, 60 students were divided into two groups: Experimental and Control group and were provided AWE feedback and Teacher feedback relatively. The study used quantitative techniques including t-test and ANOVA and focused on particular errors categories comprising Subject Verb Agreement, Article Usage and Spelling. The results of the post test showed that both groups, AWE and Teacher Feedback, contributed in short term improvement but the results of delayed post-test revealed that the students from the treatment group retained the improvement and showed a statistically notable improvement. This study advances the understanding of technological use in language acquisition and also pedagogically raises the prospect of using AWE along with teacher feedback to foster learning using limited resources. This study was concluded with discussion and limitations of this study.