영어작문의 과정적 글쓰기에서 자동작문평가(Automated Essay Scoring)의 효과 = Integration of Automated Essay Scoring (AES) in the Process of Writing in ESL/EFL Classes

다국어 초록 (Multilingual Abstract)

The growing number of English Language Learners(ELLs) and globalized communications are factors making English writing instruction a critical educational concern in many countries around the world. While empirical research findings and theories related to language learning have suggested instructive interactions, the considerable amount of time and efforts required for instructive interactions have hindered effective writing instruction. As a result, Automated Essay Scoring(AES) had gain attention of educators as a formative assessment tool, which provides assistive writing resources to teachers and students. This study examined the effects of types of AES integration - No-AES, Optional-AES, and Integrated-AES - and English learning contexts - ESL and EFL - in improving English writing quality. One hundred seventy two ELL students participated in this study from an ESL program at a U. S. university and an EFL program at a Korean university. Students received writing instruction under different types of AES integration settings and English learning contexts for the 8-week intervention period. Students` essays were collected and assessed for analysis. The analysis results revealed that the types of AES integration significantly influenced writing quality of each writing assignments in terms of holistic quality and accuracy. The Integrated-AES group received significantly higher holistic scores of the first drafts and the final revisions than the Optional-AES and the No-AES groups. In addition, the Integrated-AES group improved holistic scores and reduced errors significantly more than the Optional-AES and No-AES groups. The findings suggest that AES is an effective instructional tool as a formative assessment tool when it is integrated with writing instruction and process.

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