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The purpose of this review is to examine the effects of automated writing evaluation (AWE) feedback on students’ English writing performance. We systematically reviewed studies that have empirically focused on this purpose. This review uses several combinations of key words to search in the databases of JSTOR, SSCI, and ERIC for peer-reviewed articles published from 2005 to April 2020. The systematic review produced 22 eligible studies categorized as within-group and between group studies based on Stevenson and Phakiti’s (2014) categorization. The results indicated that AWE feedback might be helpful for student writing under certain conditions. Specifically, the feedback was helpful when it was provided for one single group of students. The feedback was also helpful when the writing performance of a group of students receiving the feedback was compared to the writing performance of the other group of students receiving no such feedback. Moreover, AWE feedback should be continuously offered to help students benefit most from it. This review is an update about the effects of AWE feedback on student writing and may serve as a guide for researchers and instructional practitioners through informing them of the latest research on AWE feedback.
Fan et al. (Mon,) studied this question.