Perceptions of l1 glossed feedback in automated writing evaluation: A case study

Abstract

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a four-week period. In weeks 1 and 3, the students received English-only feedback (L2), and in weeks 2 and 4, the students also received feedback in their native language (L1). The data were recorded, transcribed, and coded. Because the L1 has been shown to be helpful in students’ learning, it was hoped that the L1 glossed feedback in AWE would prove helpful as well. The participants felt a need for the glosses but also expressed reservations about relying on the L1. While the participants’ revision behaviors sometimes differed, both showed a positive attitude toward the L1 glossed feedback, toward increased noticing of errors, and toward their autonomy while using AWE.