AUTOMATED ESSAY SCORING AS A PEDAGOGICAL TOOL

This research work offers an experiential evaluation of Automated Writing Evaluation (AWE) approach used for L2 academic writing, teaching, and learning. It examines the commercial academic writing support, online grammar, and spelling checkers available online, such as Grammarly and Marking Mate. One of the significant functions the online software performs is the generating of immediate and individualized feedback. In the case of Grammarly, it also generates a discipline-specific feedback. The objective of the study was to examine the potential support of both automated proofreaders for teaching and learning purposes. A mixed-methods approach was applied in which quantitative data was composed of responses via polar questions, MCQs and a survey containing open-ended questions and automated human scores for first and final writing drafts in a pretest-posttest control group design. Qualitative data contained the literature study, students writing drafts of an argumentative essay or research in a senior student group, as well as observations, and informal interviews. The findings of this empirical-based research indicated that computerized feedback possesses the potential support to facilitate language learning, assist in quality writing, and increase the confidence of students in writing. The present study, conducted in the environment of a Saudi university, can be used to understand the needs of students regarding the writing support, as well as the perception of an automated feedback. In light of the results of the present study, the role of AWE in academic institutions can also be.