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The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research

Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the curre...

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Autores principales: Wang, Zehua, Han, Feifei
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9366879/
https://www.ncbi.nlm.nih.gov/pubmed/35967647
http://dx.doi.org/10.3389/fpsyg.2022.909802
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author Wang, Zehua
Han, Feifei
author_facet Wang, Zehua
Han, Feifei
author_sort Wang, Zehua
collection PubMed
description Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development (i.e., the cognitive aspects), and perceived usefulness and perceived ease of use of the feedback (i.e., the psychological aspects) in English writing among English learners as an FL (EFLs) in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through (1) a pre-test and a post-test, which measured the participants’ English writing proficiency development; (2) a writing task, which received either teacher feedback or automated feedback; and (3) a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes (n = 35 in each class) taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run.
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spelling pubmed-93668792022-08-12 The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research Wang, Zehua Han, Feifei Front Psychol Psychology Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development (i.e., the cognitive aspects), and perceived usefulness and perceived ease of use of the feedback (i.e., the psychological aspects) in English writing among English learners as an FL (EFLs) in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through (1) a pre-test and a post-test, which measured the participants’ English writing proficiency development; (2) a writing task, which received either teacher feedback or automated feedback; and (3) a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes (n = 35 in each class) taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. Frontiers Media S.A. 2022-07-28 /pmc/articles/PMC9366879/ /pubmed/35967647 http://dx.doi.org/10.3389/fpsyg.2022.909802 Text en Copyright © 2022 Wang and Han. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wang, Zehua
Han, Feifei
The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title_full The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title_fullStr The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title_full_unstemmed The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title_short The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
title_sort effects of teacher feedback and automated feedback on cognitive and psychological aspects of foreign language writing: a mixed-methods research
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9366879/
https://www.ncbi.nlm.nih.gov/pubmed/35967647
http://dx.doi.org/10.3389/fpsyg.2022.909802
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