Automated tracking of student revisions in response to teacher feedback in EFL writing: Technological feasibility and teachers' perspectives

Kwok Shing CHENG, Gloria Shu-Mei CHWO, Wing Shui NG

Research output: Contribution to journalArticlespeer-review

Abstract

Teacher feedback can be useful in helping English as Foreign Language (EFL) students revise their draft writing. Investigating how EFL students respond to various types of teacher feedback in draft revision has been regarded as an important field of study. However, such investigation is time-consuming and labour-intensive, which limits its practical application in EFL writing classes. To address this issue, this study was designed to explore an initiative to use a systematic method in tracking and analysing student revisions in response to teacher feedback. Firstly, an automated tracking method was proposed and applied to examine the technical feasibility of analysing the effects of teacher feedback on student revisions for 75 EFL undergraduate students from two Hong Kong universities. Secondly, the study explicitly sought to explore teachers’ perspectives on the automated tracking method by interviews. The quantitative results suggest that the automated tracking method can analyse teacher feedback and student revision with high accuracy compared to the manual analysis, while the qualitative results shed light on the benefits and limitations of the method. Overall, our findings provide a basis for further research on harnessing the potential of technology to support teachers in developing their professional feedback practice for EFL writing. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalInteractive Learning Environments
Early online date16 Nov 2021
DOIs
Publication statusE-pub ahead of print - 16 Nov 2021

Citation

Cheng, G., Chwo, G. S.-M., & Ng, W. S. (2021). Automated tracking of student revisions in response to teacher feedback in EFL writing: Technological feasibility and teachers' perspectives. Interactive Learning Environments. Advance online publication. doi: 10.1080/10494820.2021.2001539

Keywords

  • Automated tracking
  • Second language writing
  • Teacher feedback
  • Student revision

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