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Automated Writing Evaluation (redirected from Automate Writing Evaluation)

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Convention Center Room: 701-A: Technology Showcase
CALL-IS InterSection (w/ SLW-IS)
Automated Writing Evaluation: When is it right for your students?

 
This intersection will address the challenges and opportunities facing instructors’ integration of automated writing evaluation in the second language classroom. The panelists will discuss their experiences with the use of automated writing evaluation in second language learning and the pedagogical implications of its use.

    

Time
Presenter
Title
Summary
Links to materials
1:00-1:05     

Aaron Schwartz      

 

 

Introduction The Chair of the CALL-IS will introduce this year's intersection presentation with the SLW-IS.   
1:05-1:25

Deborah Crusan, Wright State University, USA

deborah.crusan@wright.edu 

Second language writers and the machine scoring of essays

This presentation will address the use of machine scoring for placement and in-class assessment of second language writers and will make recommendations about which programs, if any, might be practical, effective, and principled.

CRUSAN.pptx  
1:27-1:47         

 Li Zhang, Shanghai Jiaotong University, China zhangli@sjtu.edu.cn

Automated essay evaluation: Past, present and prospect

This paper gives an overview of the principles, features and functions of the most well-known automated essay scoring systems, including PEG, IEA, e-rater & Criterion, IntelliMetric & MY Access!, and BETSY. Reliabilities of these systems are analyzed, and strengths and weaknesses of each of the systems are compared and contrasted. It also introduces the automated essay scoring system—JUKU, which is used extensively in China. The paper analyzes the future development of AES systems and summarize the orientation of development in seven aspects: design of AES systems that helps improve both learners’ cognitive ability and communicative competence; shift of emphasis from surface features of grammar and structure to underlying features of critical thinking and rhetorical effect; expansion of subject areas, with focus on both English language arts and scientific reasoning; development of a new genre of AES software that can provide meaningful and effective formative feedback to assist writing process; use of machine learning technology to develop an open AES system that can address new problems automatically; integration and cooperation of various disciplines of studies in the field of AES.

AWE.ppt  
1:49-2:09   

Zhi Li, Iowa State University, USA

zhili@iastate.edu

Teacher’s multiple roles and influence in AWE-mediated ESL writing classes

This presentation will report on a survey of 13 ESL instructors on their perceptions and use of Criterion in university-level ESL writing classes in the fall semester of 2013.  Teacher profiles in AWE-mediated classes are constructed and teacher’s influence on students’ use of Criterion as well as writing development are discussed under the framework of activity theory.  

TESOL_Panel_Teachers' roles in AWE-supported ESL writing classes_Zhi Li.pptx  

 

 

 

2:11-2:31   

Dianna Lippincott,

Arizona State University, USA Dianna.Lippincott@asu.edu

 

 

 

Using AWE to Improve Student Writing  

 

 

This presentation will discuss ways that a teacher is using AWE to develop student writing, and a way that a student is using AWE tools independently to improve his own writing.  Evaluations of free AWE applications by faculty at Arizona State University will also be shared.

 

    AWE Tools Presentation-TESOL 2015.pptx

Beatriz Fuentes-Anderson, Arizona State University, USA

mbfuente@asu.edu

 

Presenters

 

Deborah Crusan is professor of TESOL/Applied Linguistics at Wright State University, Dayton, OH. Her work has appeared in Assessing Writing, English for Specific Purposes, Language Testing, The Companion to Language Assessment, The Encyclopedia of Applied Linguistics, The Norton Field Guide, and edited collections about second language writing. Her research interests include writing assessment particularly for placement of second language writers, directed self-placement and its consequences for second language writers, and the politics of assessment including machine scoring. Her 2010 book, Assessment in the Second Language Writing Classroom, was published by University of Michigan Press. 

 

Li Zhang is an associate professor of School of Foreign Languages in Shanghai Jiao Tong University, China. She earned her Ph. D in Applied Linguistics from Shanghai Jiao Tong University in 2004. She has been working and researching in the field of Teaching of English as a Foreign Language for many years. Her research interest is computer aided language teaching and learning, academic English writing and communication. She used to work in Center of Advanced Research in Language Acquisition (CARLA) in the University of Minnesota as a visiting scholar for one year, mainly focusing on how technology helps writing instruction. She is currently engaged as a principal investigator in a research project entitled “An automated writing evaluation system supported by corpus, network and cloud technology: A study on reliability, validity and its effect on writing instruction” sponsored by the Chinese National Social Science Fund.

 

Zhi Li is a PhD candidate in the Applied Linguistics and Technology program at Iowa State University. He has worked as an English instructor in Iowa State’s ESL academic writing program and a graduate assistant in the English Placement Test program. His research interests include computer-assisted language learning and language assessment. He has been an active researcher on the use of automated writing evaluation (AWE) tool in ESL writing classrooms and has presented AWE-related projects at LTRC, SLRF, AAAL, CALICO, etc. His research papers have been published in System and Language Learning &Technology.

 

Dianna Lippincott is the director of the ESL Innovation Lab at Arizona State University, when she has taught for ten years.  She has taught community ESL classes, English for Specific Purposes, English for Academic Purposes in the US, Argentina and Japan. She has a master’s degree in Educational Technology, and is currently pursuing her doctorate in Educational Leadership and Innovation.  She is on the steering committee for the TESOL CALL interest section and helped organize this year’s Electronic Village.

 

Beatriz Fuentes-Anderson is an ESL instructor at Arizona State University with 10 years of ESL teaching experience including ESP in the following areas: business, banking, aviation, tourism, and airline hospitality. She has a bachelor's degree in Business Administration from Florida International University where she double majored in International Business and Marketing. She also holds a Master's degree in Education in TESOL. Her interests include Computer Assisted Language Learning (CALL) and studies in critical thinking.

 

 

 

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