The Most Preferred and Effective Reviewer of L2 Writing among Automated Grading System, Peer Reviewer and Teacher
| Autor: | Min-hsiu Tsai |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
060201 languages & linguistics
Grammar Computer science media_common.quotation_subject First language Teaching method 05 social sciences 050301 education 06 humanities and the arts Grammatical error Inter-rater reliability 0602 languages and literature Mathematics education Student writing Grading (education) 0503 education media_common |
| Zdroj: | World Journal of Education. 7:60 |
| ISSN: | 1925-0754 1925-0746 |
| DOI: | 10.5430/wje.v7n4p60 |
| Popis: | Who is the most preferred and deemed the most helpful reviewer in improving student writing? This study exerciseda blended teaching method which consists of three currently prevailing reviewers: the automated grading system(AGS, a web-based method), the peer review (a process-oriented approach), and the teacher grading technique (theproduct-oriented approach) in a Writing (IV) class involving 22 technological sophomore students of ModernLanguages Department. The questionnaire results indicated the participants preferred the teacher as the reviewer totheir peers followed by the automated grading system and considered the teacher the most effective in helping theirwriting. Three L2 teachers including one native speaker of English reviewed an essay which was the only and themost inconsistent case between a human rater and a machine rater in the study (2.3 vs. 3.6). This case surfaced anessential problem that the automated grading system couldn’t detect and correct expressions transferred from L1.Data also revealed that teachers without training, their grammatical error identification rates are respectively 82.9%,31.4% and 74.3%. After training, student reviewers could detect and correct from 70.2 to 79.3 percent of grammarerrors on average. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|