TY - GEN
T1 - Checking it twice
T2 - 20th International Conference on Artificial Intelligence in Education, AIED 2019
AU - McCarthy, Kathryn S.
AU - Roscoe, Rod D.
AU - Likens, Aaron D.
AU - McNamara, Danielle S.
N1 - Funding Information:
Acknowledgements. This research was supported by grants from the U.S. DoEd Institute of Education Sciences (R305A120707 and R305A180261) and the U.S. DoD Office of Naval Research (N000141712300). Opinions, findings, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding sources.
Funding Information:
This research was supported by grants from the U.S. DoEd Institute of Education Sciences (R305A120707 and R305A180261) and the U.S. DoD Office of Naval Research (N000141712300). Opinions, findings, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding sources.
Publisher Copyright:
© Springer Nature Switzerland AG 2019.
PY - 2019
Y1 - 2019
N2 - This study investigated the effect of incorporating spelling and grammar checking tools within an automated writing tutoring system, Writing Pal. High school students (n = 119) wrote and revised six persuasive essays. After initial drafts, all students received formative feedback about writing strategies. Half of the participants were also given access to spelling and grammar checking tools during the writing and revision periods. Linear mixed effects models revealed that essay quality for students in both conditions improved from initial draft to revision in terms of all aspects except essay unity. The availability of spelling and grammar checking yielded added improvements from initial draft to revision for several aspects of essay quality (i.e., conclusion, organization, voice, grammar/mechanics, and word choice), but other aspects were unaffected (i.e., introduction, body, unity, and sentence structure). The availability of spelling and grammar checking tools had no effect on holistic essay scores. These results indicate that automated spelling and grammar feedback contribute to modest, incremental improvements in writing quality that may complement automated strategy feedback.
AB - This study investigated the effect of incorporating spelling and grammar checking tools within an automated writing tutoring system, Writing Pal. High school students (n = 119) wrote and revised six persuasive essays. After initial drafts, all students received formative feedback about writing strategies. Half of the participants were also given access to spelling and grammar checking tools during the writing and revision periods. Linear mixed effects models revealed that essay quality for students in both conditions improved from initial draft to revision in terms of all aspects except essay unity. The availability of spelling and grammar checking yielded added improvements from initial draft to revision for several aspects of essay quality (i.e., conclusion, organization, voice, grammar/mechanics, and word choice), but other aspects were unaffected (i.e., introduction, body, unity, and sentence structure). The availability of spelling and grammar checking tools had no effect on holistic essay scores. These results indicate that automated spelling and grammar feedback contribute to modest, incremental improvements in writing quality that may complement automated strategy feedback.
KW - Automated writing evaluation
KW - Feedback
KW - Natural language processing
KW - Spelling and grammar checking
KW - Writing strategies
UR - http://www.scopus.com/inward/record.url?scp=85068341457&partnerID=8YFLogxK
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U2 - 10.1007/978-3-030-23204-7_23
DO - 10.1007/978-3-030-23204-7_23
M3 - Conference contribution
AN - SCOPUS:85068341457
SN - 9783030232030
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 270
EP - 282
BT - Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings
A2 - Isotani, Seiji
A2 - Millán, Eva
A2 - Ogan, Amy
A2 - McLaren, Bruce
A2 - Hastings, Peter
A2 - Luckin, Rose
PB - Springer Verlag
Y2 - 25 June 2019 through 29 June 2019
ER -