The impact mechanism of AES on improving English writing achievement

Abstract

Although there have been numerous studies on the impact of automatic essay scoring system (AES) on English writing, research on the complex relationship between AES, writing motivation, self-efficacy belief, and English writing achievement in Chinese Foreign language (FL) context is still underexplored. This study attempts to reveal the complex relationship between the four factors and how AES, writing motivation, and self-efficacy belief affect English writing achievement to enrich current research findings. Surveys were conducted based on participants’ writing results on AES and online questionnaires. Data analyses were based on mediation analysis. The participants were 306 non-English majors in a Chinese University. The results showed there were positive and significant relationships between the four variables and AES could improve students’ writing achievement through the mediation of writing motivation and self-efficacy belief. The findings support that the use of technology can strengthen students FL learning and the importance of motivation and self-efficacy belief in FL writing.