Keyword: writing instruction

ABSTRACT: Automated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students’ writing in the form of writing quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article, we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students’ knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring.

ABSTRACT: In the rapidly evolving landscape of English composition education, the integration of AI writing tools like ChatGPT and Claude 2.0 has marked a significant shift in pedagogical practices. A mixed-method study conducted in Fall 2023 across three sections, including one English Composition I and two English Composition II courses, provides insightful revelations. The study, comprising 28 student respondents, delved into the impact of AI tools through surveys, analysis of writing artifacts, and a best practices guide developed by an honors student. Initially, the study observed a notable anxiety and mistrust among students regarding the use of AI in writing. However, this apprehension gradually subsided as students increasingly integrated these tools into their writing processes, indicating a shift from skepticism to practical application. The analysis of writing artifacts, particularly early drafts, revealed distinct patterns of AI tool usage, differentiating between students utilizing the tools effectively and those attempting to shortcut the writing process. The final papers, while not overtly indicating AI usage, demonstrated nuanced integration of AI in iterative and recursive tasks like refining arguments and developing ideas at the paragraph level. This suggests a trend toward a hybrid model of writing instruction, where traditional methods are complemented by strategic use of emergent technologies. The study underscores the importance of revised instructional strategies that blend conventional writing techniques with guidance on effective and ethical AI tool usage. It highlights the potential of AI tools in supporting the writing process while also cautioning against over-reliance. The findings of this study offer valuable insights for educators and institutions aiming to develop a balanced and effective hybrid writing instruction model, catering to the needs of contemporary English composition classrooms while maintaining academic integrity.