The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written…

Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos,…

Purpose: This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology: A survey questionnaire was administered randomly among 720 Form Four students from 10…

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation…

Purpose: This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students' writing outcomes. Methods: We employed a single-group pretest-posttest design. All students in Grades 5-8 (N = 56) from one urban, all female,…

Automated writing evaluation (AWE) has been frequently used to provide feedback on student writing. Many empirical studies have examined the effectiveness of AWE on writing quality, but the results were inconclusive. Thus, the magnitude of AWE's overall effect and factors influencing its effectiveness across studies remained unclear. This study…

Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students' essays, using "Turnitin Feedback Studio"--a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who…

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students' argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their…

The purpose of this explanatory, mixed-methods research study was to investigate secondary cross-disciplinary teachers' metacognitive awareness of their teaching practice, their aptitude and attitudes regarding writing instruction, preservice and in-service training of writing instruction, and their confidence in student preparedness for college,…

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers…

An action research was conducted with class 12 science students (n=15) for three months with an aim of helping students improve their academic writing skill through mini revision lessons and feedback. The study was conducted based on pre-test-intervention-post-test design using mixed method. Test scores and interview were two main data collection…

The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used "Project Essay Grade Writing" (n = 56) or a word-processing condition that used Google Docs (n = 58). Effectiveness was evaluated using multiple metrics:…

This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted "in situ" in two English classes in one high school in…

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged…

Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners' writing development, and how EFL learners in groups…