Systematic Literature Review of Automated Writing Evaluation as a Formative Learning Tool

Abstract

Automated Writing Evaluation (AWE) has been increasingly used to provide writing feedback in ESL and EFL classrooms. However, research into the use of these technologies is not only scarce, but theoretically and methodologically fragmented, making it hard to draw any conclusions about their effectiveness as tools for formative evaluation. This paper reviews 29 studies into the use of AWE in ESL/EFL classrooms conducted between 2007 and 2018, analysing their theoretical and methodological underpinnings. There were two main findings. First, current AWE research ignores theoretical constructs informing other research into the use of technologies in the classroom. Second, AWE research copies the methodology used for general written corrective feedback research without using the extra tools afforded by the technology. Future AWE research should take advantage of the wealth of available theory regarding the use and implementation of technology into classrooms, as well as the new methodological possibilities offered by the technology itself.