Chinese University Students’ Engagement with Automated Feedback on English Writing

Identifier:  TFM:1516

Handle: https://hdl.handle.net/20.500.11797/TFM1516

Authors:  Ji Yun

Abstract:
Recent studies have produced contrasting results on how language proficiency affects students’ engagement with automated feedback in second language writing. Some studies concluded that low language proficiency could prevent students from understanding the feedback and result in low engagement. Other studies have found the opposite and considered the issue of trust in automated tools to play a crucial role in the revision process. This study undertakes a quasi-experimental research design and examines nine Chinese university students’ engagement with Grammarly in revising their texts to determine whether language proficiency level and students’ engagement are correlated and how the issue of trust interacts with engagement.