A Study of Automated L2 Writing Evaluation by Japanese College Students : Eva Text Analysis

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Abstract

This study is an on-going study dealing with one of the automated writing evaluation (AWE) systems, Eva Text Analysis of L2 writing by Japanese EFL college students (see note 1). Through the medium of Eva Text Analysis, this present study aims to identify the advantages, disadvantages, as well as changes, in the students’ attitudes and reactions to their evaluation of L2 writing. At the same time, this study evaluates possible backwash effects after introducing Eva Text Analysis to L2 writing classes, and the possibility for establishing autonomous learners. In order to obtain relevant data, a longitudinal study spanning almost four months was conducted. The quantitative and qualitative aspects of students’ attitudes and reactions were assessed. As a result, we found that the use of Eva Text Analysis was successful not only for the assessment of L2 writings but also for improving L2 writings by the students. At the same time, Eva Text Analysis was also helpful for enhancing autonomous learners and for motivation of the students’ L2 studying. In other words, Eva Text Analysis was helpful significantly for students’ autonomy in L2 writings and also for students’ motivation in studying L2 writing. They were important findings in this study. By introducing AWE, instructors can save a lot of time when revising students’ writing at a surface level. Students can evaluate their written work anywhere as many times as they want, thus promoting the establishment of autonomous learners. Encouraging students to become autonomous learners is crucial. However, there were some limitations to be considered in this study. First, the number of students in this study was limited (only 28 in total). If this study collected much more than 28, the result of this study would have been different from the present data results. For example, the readability grades would have been different, and the number of words/sentences and T.T.R. (Type Token Ratio) values they would also have been different from the present study results. Pedagogical implications were also discussed in this study.

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