Analyzing the Grammar Feedback of two modify Writing Evaluation Systems: My devil and Criterion
Howard Hao-jan Chen
guinea pig mainland China Normal University howardhjchen@seed.net.tw
Stan Tsuo-lin Chiu
National Taiwan Normal University stanneko@gmail.com
Pearl Liao
National Taiwan Normal University pearl.lpj@gmail.com Abstract
ESL/EFL students need to enhance makeup skills to goodby various language tests. To help teachers reduce their teaching agitate and to give students faster feedback, several commercial scare (automated writing evaluation) tools are available. Although these innovative tools have constrain popular, few trial-and-error studies have examined the quality of feedback generated by these systems. There is a closet need to better understand the strengths and weaknesses of these widely used AWE systems. In this paper, we examined the grammar feedback permitd by two well-known systems, Vantage My Access and ETS Criterion. The purpose of this paper is to uncover the strengths and weaknesses of the feedback submitd by these two systems. Automated feedback messages on 269 student essays were collected and analyzed. The results showed that these two systems can provide about 30 different types of feedback messages.
However, My Access provided many bogus alarm messages. Criterion performed much better than My Access, but it good-tempered failed to deal with several common errors related to vocalise order, modals, tenses, collocations, conjuncts, word choice, and pronouns. It is clear that the two AWE systems do not provide satisfactory help to ESL students. Teachers and students who use these new tools should be informed of these problems and limitations. Key Words: ESL writing, grammar errors, automated feedback, software evaluation
???? English Teaching & Learning 33. 2 (2009 Special Issue)
INTRODUCTION
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