This observational analysis shows enhanced evidence use in EFL students through collaborative discussion of automated writing evaluation feedback, indicating its pedagogical value.
Key Points
Collaborative processing of AWE feedback improves students' understanding of using evidence in writing.
The study tracked five EFL students over a semester, revealing significant phases of trust, skepticism, and critical analysis.
Content-based AWE feedback aided some aspects of writing, but collaborative discussions were crucial for deeper understanding.
This approach highlights the importance of collaboration for maximizing the benefits of AWE feedback in academic writing.