The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception

Attali, Y., & Burstein, J. (2006). Automated essay scoring with e-rater V. 2. The Journal of Technology, Learning and Assessment, 4(3), 1-31.

Burstein, J., Chodorow, M., & Leacock, C. (2004). Automated essay evaluation: The Criterion online writing service. Ai Magazine, 25(3), 27-27.

Burstein, J., & Marcu, D. (2003). Automated evaluation of discourse structure in student essays (chap. 13). In M. D. Shermis, & J. Burstein (Eds.), Automated essay scoring: A cross-disciplinary perspective (pp. 209-229). Mahwah, New Jersey: Lawerence Erlbaum.

Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296.

Chapelle, C. A. (2001). Computer applications in second language acquisition. London: Cambridge University Press.

Chen, C.-F. E., & Cheng, W.-Y. E. C. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94-112.

Cheng, G. (2017). The impact of online automated feedback on students' reflective journal writing in an EFL course. The Internet and Higher Education, 34, 18-27.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319.

Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147-179.

Cunningham, K. J. (2018). Modes of feedback in ESL writing: Implications of shifting from text to screencast. (Ph.D. Dissertation), Iowa State University, ProQuest LLC.  

Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18(1), 7-24.

Delice, A. (2010). The sampling issues in quantitative research. Educational Sciences: Theory and Practice, 10(4), 2001-2018.

Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 1-17.

Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. The Cambridge applied linguistics series. New York: Cambridge University Press.

Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.

Ene, E., & Upton, T. A. (2014). Learner uptake of teacher electronic feedback in ESL composition. System, 46, 80-95.

Ericsson, P. F., & Haswell, R. H. (2006). Machine scoring of student essays: Truth and consequences. Utah: Utah State University Press.

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.

Ferris, D. R. (1995). Student reactions to teacher response in multiple‐draft composition classrooms. TESOL Quarterly, 29(1), 33-53.

Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.

Fotoohnejad, S. (2018). Using an automated writing evaluation program (Criterion) for EFL learners' writing improvement: A process-writing approach. (MA Thesis), Vali-e-Asr University of Rafsanjan, Iran.

Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. The Journal of Technology, Learning and Assessment, 8(6), 1-42.

Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8(1), 5-16.

Hearst, M. A. (2000). The debate on automated essay grading. IEEE Intelligent Systems and their Applications, 15(5), 22-37.

Hoon, T. B. (2006). Online automated essay assessment: Potentials for writing development.   Retrieved from http://ausweb.scu.edu.au/aw06/papers/refereed/tan3/paper.html

Huang, S.-J. (2014). Automated versus human scoring: A case study in an EFL context. Electronic Journal of Foreign Language Teaching, 11(1), 149-164.

Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255-286.

Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101.

Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010). Does automated feedback help students learn to write? Journal of Educational Computing Research, 42(2), 173-196.

Keshavarz, M. H. (2017). Contrastive analysis, error analysis, and interlanguage (2nd ed.). Tehran: Rahnama.

Kim, J. E. (2014). The effectiveness of automated essay scoring in an EFL college classroom. Multimedia-Assisted Language Learning, 17(3), 11-36.

Klobucar, A., Elliot, N., Deess, P., Rudniy, O., & Joshi, K. (2013). Automated scoring in context: Rapid assessment for placed students. Assessing Writing, 18(1), 62-84.

Krishnamurthy, S. (2005). A demonstration of the futility of using Microsoft Word’s spelling and grammar check. Retrieved from http://faculty.washington.edu/sandeep/check/

Lai, Y. h. (2010). Which do students prefer to evaluate their essays: Peers or computer program. British Journal of Educational Technology, 41(3), 432-454.

Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1-18.

Li, Z., Link, S., Ma, H., Yang, H., & Hegelheimer, V. (2014). The role of automated writing evaluation holistic scores in the ESL classroom. System, 44, 66-78.

Liao, H.-C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77-92.

Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design: Routledge.

Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Great Britain: Pearson.

Robinson, P. (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.

Stevenson, M., & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51-65.

Wang, Y.-J., Shang, H.-F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing. Computer Assisted Language Learning, 26(3), 234-257.

Whithaus, C. (2006). Always already: Automated essay scoring and grammar checkers in college writing courses. In R. H. Haswell, & P. F. Ericsson (Eds.), Machine scoring of sudent essays: Truth and consequences (pp. 166-176). Logan, UT: Utah State University Press.

Yancey, K. B. (1999). Looking back as we look forward: Historicizing writing assessment. College Composition and Communication, 50(3), 483-503.

Yeh, Y.-L., Liou, H.-C., & Yu, Y.-T. (2007). The influence of automatic essay evaluation and bilingual concordancing on EFL students. English Teaching & Learning, 31(1), 117-160.

Zemach, D. E., & Rumisek, L. A. (2013). Academic Writing from Paragraph to Essay. Oxford: Macmillan.

Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267-299.