The use of automated writing evaluation (AWE) in developing ESL learners' writing proficiency /
This research is an investigation on how Automated Writing Evaluation (AWE) applications facilitate writing improvement among English as a Second Language (ESL) learners. The study employed WriteLab, a technology-enabled innovation feedback tool which could contribute to developing English language...
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| Main Author: | |
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| Format: | Thesis Book |
| Language: | English |
| Published: |
Kuala Lumpur :
AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2021
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/11266 |
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| Summary: | This research is an investigation on how Automated Writing Evaluation (AWE) applications facilitate writing improvement among English as a Second Language (ESL) learners. The study employed WriteLab, a technology-enabled innovation feedback tool which could contribute to developing English language proficiency of students through lexical, syntactical and rhetorical developments and raising grammatical sensitivity. There is a need to find possible means to increase learners’ proficiency level as those who are proficient in English are more likely to have better employment and opportunities in the global arena. This study involved ESL students from Universiti Teknologi Mara Terengganu (n=80) who were enrolled in a writing course namely Integrated Language Skills: Writing. Both quantitative and qualitative research methods were used to conduct a quasi-experimental research as well as content analyses. Data analyses included descriptive analysis techniques, t-test and ANCOVA. The non-equivalent groups’ pre-test/post-test design was applied to explore the overall effect of using AWE in improving students’ writing in terms of lexical, syntactical, rhetorical and grammatical sensitivity developments. The treatment involved four series of essay writing tasks whereby the experimental group received the treatment (AWE) after completing each task consecutively while the control group only received teacher feedback. The findings indicate that, based on the lexical analysis conducted by using Measure of Textual Lexical Diversity (MTLD), Latent Semantic Analyses (LSA) and Academic Word List (AWL) with the aid of Coh-Metrix 3.0 and Vocabprofiler BNC, lexical diversity increased among the 40 participants who received the treatment using AWE. For the syntactical analysis administered using Mean Length of T-unit (MLTU), Mean Number of Dependent Clauses per T-unit (DC/T) and Mean Number of Complex Nominals per T-unit (CN/T) with the aid of L2 Syntactic Complexity Analyzer (L2SCA), the treatment group also showed improvement. For rhetorical development, the analysis measured by Coh-Metrix 3.0 in the aspects of Referential Cohesion, Verb Cohesion and Connectives, the findings show greater improvement performed by the treatment group in all four series of essays. The 40 participants who were in the control group and therefore did not use AWE in their writing tasks did not show greater development in their four series of essays as compared to the participants in the experimental group. For grammatical sensitivity, the result shows that the treatment group demonstrated improvement after AWE was applied. Therefore, the overall result asserts that the use of AWE (WriteLab) has substantial potential to complement teacher feedback in developing ESL learners’ writing proficiency. |
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| Item Description: | Abstracts in English and Arabic.
"A thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy of English Language Studies." --On title page. |
| Physical Description: | xvii, 301 leaves : color illustrations ; 30 cm. |
| Bibliography: | Includes bibliographical references (leaves 233-259). |