Feedback from Automated Essay evaluation systems: A Review of Selected Research

Abstract

In study of language assessment, particularly writing assessment, much attention has been paid to the potential of using automated scoring feedback systems to benefit learners, with mixed results. To date, the focus has mainly been on the accuracy, reliability, and meaning of automated feedback in high stakes formal assessment contexts, with some effort more recently to include student and teacher perceptions and impact of automated feedback on writing quality. The study of student and teacher perceptions and expectations are an important aspect of this topic and addresses the affective turn in second language learning of recent years. This review article looks at those studies which focus on student and teacher perceptions of automated feedback in the writing classroom.