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A Critical Interpretative Synthesis: The Integration of Automated Writing Evaluation into Classroom Writing Instruction

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References

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Cited by

2021Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation

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2018Comparative effect of online summative and formative assessment on EFL student writing ability111 cited

2018Exploring the integration of automated feedback among lower-proficiency EFL learners78 cited

2020Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective72 cited

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2019Automated Feedback and Second Language Writing63 cited

2021The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge60 cited

2018The impact of automated feedback on L2 learners’ written causal explanations54 cited

2021Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective51 cited

2022Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective51 cited

2024Automated writing evaluation use in second language classrooms: A research synthesis48 cited

2021The effects of an AWE-aided assessment approach on business English writing performance and writing anxiety: A contextual consideration43 cited

2022Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback42 cited

2025The collaboration of AI and teacher in feedback provision and its impact on EFL learner’s argumentative writing25 cited

2023The effects of automatic writing evaluation and teacher-focused feedback on CALF measures and overall quality of L2 writing across different genres22 cited