Abstract
The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual’s ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the fact that developing writers demonstrate linguistic flexibility across the essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students’ essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in writing skill and develops a strong foundation on which to conduct future research and educational interventions.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 8th International Conference on Learning Analytics and Knowledge |
| Subtitle of host publication | Towards User-Centred Learning Analytics, LAK 2018 |
| Publisher | Association for Computing Machinery |
| Pages | 380-388 |
| Number of pages | 9 |
| ISBN (Electronic) | 9781450364003 |
| DOIs | |
| State | Published - Mar 7 2018 |
| Event | 8th International Conference on Learning Analytics and Knowledge, LAK 2018 - Sydney, Australia Duration: Mar 5 2018 → Mar 9 2018 |
Other
| Other | 8th International Conference on Learning Analytics and Knowledge, LAK 2018 |
|---|---|
| Country | Australia |
| City | Sydney |
| Period | 3/5/18 → 3/9/18 |
Fingerprint
Keywords
- Feedback
- Flexibility
- Natural language processing
- Revision
- Writing
ASJC Scopus subject areas
- Human-Computer Interaction
- Computer Networks and Communications
- Computer Vision and Pattern Recognition
- Software
Cite this
A multi-Dimensional analysis of writing flexibility in an automated writing evaluation system. / Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle.
Proceedings of the 8th International Conference on Learning Analytics and Knowledge: Towards User-Centred Learning Analytics, LAK 2018. Association for Computing Machinery, 2018. p. 380-388.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - A multi-Dimensional analysis of writing flexibility in an automated writing evaluation system
AU - Allen, Laura K.
AU - Likens, Aaron D.
AU - McNamara, Danielle
PY - 2018/3/7
Y1 - 2018/3/7
N2 - The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual’s ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the fact that developing writers demonstrate linguistic flexibility across the essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students’ essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in writing skill and develops a strong foundation on which to conduct future research and educational interventions.
AB - The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual’s ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the fact that developing writers demonstrate linguistic flexibility across the essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students’ essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in writing skill and develops a strong foundation on which to conduct future research and educational interventions.
KW - Feedback
KW - Flexibility
KW - Natural language processing
KW - Revision
KW - Writing
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UR - http://www.scopus.com/inward/citedby.url?scp=85045936002&partnerID=8YFLogxK
U2 - 10.1145/3170358.3170404
DO - 10.1145/3170358.3170404
M3 - Conference contribution
AN - SCOPUS:85045936002
SP - 380
EP - 388
BT - Proceedings of the 8th International Conference on Learning Analytics and Knowledge
PB - Association for Computing Machinery
ER -