AI-Powered Pedagogy: Elevating Student Engagement in L2 Writing through Integrated Feedback
Abstract
Because of its positive relationship with student learning outcomes, the construct of student engagement with feedback has gained increasing attention in higher education. However, while the literature acknowledges its significance, there is little research on what pedagogical approaches facilitate this engagement. This case study examines an authentic classroom with a group of 3 students engaged with a pedagogical approach that systematically integrated three types of feedback: AI-driven, peer, and teacher feedback. The research was carried out at a private university and was based on the analysis of multiple drafts of students' written assignments, feedback from an automated writing evaluation system, peers, and a teacher, as well as transcribed think aloud protocol and retrospective interviews between the teacher and students. The researcher discovered that the majority of students actively participated in this integrated approach, which effectively promoted students' behavioral, affective, and cognitive engagement with writing feedback and encouraged thoughtful revisions. The researcher concludes with pedagogical implications and suggestions for improving student feedback engagement.
Keywords
Full Text:
PDFReferences
Afzaal, M., Nouri, J., Zia, A., Papapetrou, P., Fors, U., Wu, Y., Li, X., & Weegar, R. (2021). Explainable AI for Data-Driven Feedback and Intelligent Action Recommendations to Support Students Self-Regulation. Frontiers in Artificial Intelligence, 4(November), 1–20. https://doi.org/10.3389/frai.2021.723447
Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95–113. https://doi.org/10.1016/j.jsp.2004.01.002
Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: how do students respond? Educational Psychology, 37(1), 67–81. https://doi.org/10.1080/01443410.2016.1223275
Bitchener, J., & Ferris, D. R. (2012). Feedback in second language acquisition. Adult Language Acquisition: Cross Linguistic Perspectives, 2, 196–235.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Burstein, J., Riordan, B., & McCaffrey, D. (2020). Expanding Automated Writing Evaluation. Handbook of Automated Scoring, 329–346. https://doi.org/10.1201/9781351264808-18
Chen, C. F. E., & Cheng, W. Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in efl writing classes. Language Learning and Technology, 12(2), 94–112.
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23. https://doi.org/10.1016/j.asw.2013.09.004
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009
Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2023). Automated feedback and writing: a multi-level meta-analysis of effects on students’ performance. Frontiers in Artificial Intelligence, 6. https://doi.org/10.3389/frai.2023.1162454
Guo, Q., Feng, R., & Hua, Y. (2021). How effectively can EFL students use automated written corrective feedback (AWCF) in research writing? Computer Assisted Language Learning, 0(0), 1–20. https://doi.org/10.1080/09588221.2021.1879161
Han, Y. (2017). Mediating and being mediated : Learner beliefs and learner engagement with written corrective feedback. System. https://doi.org/10.1016/j.system.2017.07.003
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002
Handley, K., Price, M., & Millar, J. (2011). Beyond “doing time”: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543–560. https://doi.org/10.1080/03054985.2011.604951
Harland, T., & Wald, N. (2021). The assessment arms race and the evolution of a university’s assessment practices. Assessment and Evaluation in Higher Education, 46(1), 105–117. https://doi.org/10.1080/02602938.2020.1745753
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230. https://doi.org/10.1016/S0346-251X(03)00021-6
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Hyland, K., & Hyland, F. (2019). 9 Interpersonality and teacher written feedback. 165–183.
Isnawati, I., Sulistyo, G. H., Widiati, U., & Suryati, N. (2019). Impacts of Teacher-Written corrective feedback with Teacher-Student conference on students’ revision. International Journal of Instruction, 12(1), 669–684. https://doi.org/10.29333/iji.2019.12143a
Khoshnevisan, B. (2020). The affordances and constraints of automatic writing evaluation ( AWE ) tools : A case for grammarly. Research Gate, April, 12–25.
Lim, F. V., & Phua, J. (2019). Teaching Writing with Language Feedback Technology. Computers and Composition, 54(September). https://doi.org/10.1016/j.compcom.2019.102518
Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72. https://doi.org/10.1016/j.asw.2016.07.001
Miranty, D., & Widiati, U. (2021). Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students’ Perceptions about Grammarly Use across Student Cohorts. Pegem Egitim ve Ogretim Dergisi, 11(4), 126–137. https://doi.org/10.47750/pegegog.11.04.12
Mulder, R., Baik, C., Naylor, R., & Pearce, J. (2014). How does student peer review influence perceptions, engagement and academic outcomes? A case study. Assessment and Evaluation in Higher Education, 39(6), 657–677. https://doi.org/10.1080/02602938.2013.860421
Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment and Evaluation in Higher Education, 42(2), 266–288. https://doi.org/10.1080/02602938.2015.1103365
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102–122. https://doi.org/10.1080/02602938.2013.795518
Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879–896. https://doi.org/10.1080/03075079.2010.483513
Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10(4), 277–303. https://doi.org/10.1016/S1060-3743(01)00046-7
Ranalli, J. (2018). Automated written corrective feedback: how well can students make use of it? Computer Assisted Language Learning, 31(7), 653–674. https://doi.org/10.1080/09588221.2018.1428994
Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67–100. https://doi.org/10.1017/S0272263107070039
Shang, H. F. (2019). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2019.1629601
Shermis, M. D., Garvan, C. W., & Diao, Y. (2008). The Impact of Automated Essay Scoring on Writing Outcomes. 1–45.
Skinner, E., & Pitzer, J. (2018). The Handbook of Research on Student Engagement. January 2012. https://doi.org/10.1007/978-1-4614-2018-7
Sorrell, J. M. (1989). Responding to student writing. Nurse Educator, 14(2), 24–26. https://doi.org/10.1097/00006223-198903000-00015
Storch, N., & Wigglesworth, G. (2010). Learners processing, uptake, and retention of corrective feedback on writing: Case studies. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990532
Wang, Y. J., Shang, H. F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students’ writing. Computer Assisted Language Learning, 26(3), 234–257. https://doi.org/10.1080/09588221.2012.655300
Warschauer, M., & Grimes, D. (2008). Pedagogies : An International Automated Writing Assessment in the Classroom. November 2014, 37–41. https://doi.org/10.1080/15544800701771580
Wilson, J., Olinghouse, N. G., & Andrada, G. N. (2014). Does automated feedback improve writing quality? Learning Disabilities: A Contemporary Journal, 12(1), 93–118.
Wilson, J., & Roscoe, R. D. (2020). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
Yu, B.-B. (2015). Incorporation of Automated Writing Evaluation Software in Language Education: A Case of Evening University Students‟ Self-Regulated Learning in Taiwan. International Journal of Information and Education Technology, 5(11), 808–813. https://doi.org/10.7763/ijiet.2015.v5.616
Zahida, R., Farrah, M., & Zaru, N. (2014). The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities), 28(5), 1275–1297. https://doi.org/10.35552/0247-028-005-009
Zhang, Z. (Victor). (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43(April), 100439. https://doi.org/10.1016/j.asw.2019.100439
Zhang, Z. (Victor), & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36(July 2017), 90–102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, Z. (Victor), & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51(October 2021), 100586. https://doi.org/10.1016/j.asw.2021.100586
Zhe (Victor) Zhang, K. H. (2020). Student engagement with teacher and automated feedback on L2 writing Abstract. Brexit and Tourism, xxi–xxii.
Zou, D., Xie, H., & Wang, F. L. (2022). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 166–185. https://doi.org/10.1007/s12528-022-09337-y
DOI: http://dx.doi.org/10.18415/ijmmu.v11i4.5617
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.