TITLE

Automated Versus Human Essay Scoring: A Comparative Study

AUTHOR(S)
Toranj, Somaye; Ansari, Dariush Nejad; Tabatabaei, Omid
PUB. DATE
March 2012
SOURCE
International Proceedings of Economics Development & Research;2012, Vol. 33, p31
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The study evaluated two methods of essay scoring. Automated essay scoring (AES) system and human scoring. About 60 Iranian intermediate EFL learners were selected on a Standard English proficiency test (Allen 2004). Afterwards, they were randomly assigned to two groups of 30, experimental and control group. Participants in experimental group received the AES scoring, and control group, received the human scoring. Statistical analyses of the results revealed that 1) AES tool results in significant improvement of L2 learners writing achievement, 2) Results from questionnaire show that Students ware favor about using AES tool Hence, the findings of this study indicate that using AES tools can help teachers ease their big teaching students to improve their writing and it can be used as an educational tool on classrooms.
ACCESSION #
83447031

 

Related Articles

  • The Use of First Language in Developing Ideas in Second Language Writing. Stapa, Siti Hamin; Majid, Abdul Hameed Abdul // American Journal of Social Issues & Humanities;May2012, Vol. 2 Issue 3, p148 

    Language teachers have been debating whether or not to use the students' first language (L1) in second language (L2) teaching. Some teachers have the opinion that first language may be used under certain limitations and others feel that it should not be allowed at all. Nevertheless, the use of...

  • Classroom Interaction and Language Output. Qiaoying Wang; Castro, Carolyn D. // English Language Teaching;Jun2010, Vol. 3 Issue 2, p175 

    This study investigates the effects of classroom interactions between a) students and students and b) students and teachers on the learning of English passivization by L1 Chinese adult learners of English as a foreign language during the language input and output treatments. In phase 1, both...

  • Form-Focused Instruction, Learners’ Perceptions, and Second Language Acquisition. Hee Jeong Hwang // Journal of the Korea Academia-Industrial Cooperation Society;2015, Vol. 16 Issue 10, p6475 

    The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English...

  • Kumaravadivelu's Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges. Masaoud Ahmad, Afnan // English Language Teaching;Apr2014, Vol. 7 Issue 4, p96 

    This paper discusses the issues with EFL teaching in Saudi Arabia, including the reliance on traditional teaching methodologies and banning use of first languages in classrooms. As a result, these traditional teaching practices produce less proficient learners who have limited knowledge about...

  • Measuring the Lexical Richness of Productive Vocabulary in Iranian EFL University Students' Writing Performance. Azodi, Nazli; Karimi, Fatemeh; Vaezi, Ramin // Theory & Practice in Language Studies;Sep2014, Vol. 4 Issue 9, p1837 

    This quantitative study aimed at measuring L2 lexical richness of productive vocabulary in the written production of Iranian EFL university students. In fact, this work was conducted to find out how rich the productive vocabulary of Iranian EFL university students is. Productive vocabulary...

  • "YOU REAP WHAT YOU SOW" IDIOMS IN MATERIALS DESIGNED BY EFL TEACHER-TRAINEES. KHAN, Özlem; DAŞKIN, Nilüfer CAN // Novitas-ROYAL;2014, Vol. 18 Issue 2, p97 

    Idioms, because of their cultural and figurative aspects, cannot be readily comprehended and used appropriately; hence, they need to be taught explicitly by means of instructional materials in language classrooms. Knowledge of idioms constitutes an important component of learners' communicative...

  • Tasks in Language Teaching: A New Orientation. Azizi, Masoud // E-proceedings of the International Online Language Conference (I;2011, Vol. 2, p104 

    Tasks have been the cornerstone of most attempts in language teaching, but it seems that the current use is going the wrong way. Among all textbooks available, it is almost impossible to find a single communicative activity in which aspects other than the conveyance of the intended meaning is...

  • A Study on the Learning Style Preferences with Different Academic Backgrounds-- Taking Tujia EFL Learners as Examples. Feng Liu; Lin Hu; Junjian Gan // Theory & Practice in Language Studies;Jan2013, Vol. 3 Issue 1, p100 

    The present study hopes to explore the learning style preferences with different academic backgrounds of Tujia EFL learners offer some suggestions for improving effectiveness of College English teaching in Tujia-Miao regions. The study adopts a multidimensional learning-styles instrument. The...

  • The Applicability of Principles for Instructed Second Language Learning: A South Korean Perspective. Howard, Jocelyn; Millar, Susan // Asian EFL Journal;Dec2009, Vol. 11 Issue 4, p31 

    Communicative language teaching (CLT) approaches in second language (L2) education have been central to recent curricula innovations in a number of English as a Foreign Language (EFL) contexts, including South Korea. Research indicates that teachers can face challenges in implementing these...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics