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Automated Essay Scoring feedback for second language writers: How exactly does it compare to instructor feedback?


We compared Automated Essay Scoring and trainer feedback in a ESL class.

Feedback on grammar, usage, and mechanics had been analyzed and pupils had been surveyed.

Perceived quality of feedback had been additionally evaluated by the ESL that is additional trainer.

Results revealed the instructor offered more quality feedback compared to the AES system.

Many students trusted AES feedback, yet ranked teacher feedback as more valuable.


Composing can be a component that is essential of’ educational English development, yet it entails a great deal of effort and time regarding the element of both pupils and instructors. In order to reduce their workload, numerous teachers searching for to the utilization of Automated Essay Scoring (AES) systems to fit more conventional means of supplying feedback. This paper investigates the application of an AES system in an university ESL writing classroom. Individuals included 14 advanced students from various linguistic backgrounds who published on three prompts and received feedback from the trainer while the AES system (Criterion). Teacher feedback in the drafts (letter = 37) ended up being when compared with AES feedback and analyzed both quantitatively and qualitatively throughout the feedback types of sentence structure ( e.g., subject-verb agreement, ill-formed verbs), use ( ag e.g., incorrect articles, prepositions), mechanics ( e.g., spelling, capitalization), and identified quality by yet another ESL teacher. Data were triangulated with viewpoint studies regarding pupil perceptions regarding the feedback received. The outcome reveal big discrepancies between your two feedback kinds (the teacher offered more and better quality feedback) and recommend crucial pedagogical implications by providing writing that is ESL with insights about the usage of AES systems within their classrooms.

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Semire Dikli received her Ph.D. in Multilingual-Multicultural Education at Florida State University. She’s got taught English for Academic needs (EAP) along with other English being a language that is second/foreignESL/EFL) associated courses both in the U.S. as well as in Turkey. Her research passions consist of writing evaluation and technology.

Susan Bleyle is an assistant teacher of English for Academic needs at Georgia Gwinnett university and a student that is doctoral Language and Literacy Education in the University of Georgia. Her research passions consist of 3rd language purchase, the training of developmental immigrant students, and language writing that is second.