Otomatik yazma değerlendirmenin İngilizce yazma sınıflarında kullanımı: Başarı, motivasyon ve öz-yeterlik üzerindeki etkisi

This study aimed at investigating the effectiveness of feedback provided via Automated Writing Evaluation on learners' writing motivation, writing self-efficacy beliefs, and writing achievement. 91 preparatory school students studying at a state university in Turkey in 2020 participated in the study and they were divided into three groups: experimental group 1 (N: 31), experimental group 2 (N: 28), and control group (N: 32). Prior to the study, learners' writing tasks were collected to ensure that all groups were similar to each other with their writing achievement. Free versions of two different AWE systems were employed in the study (one for each experimental group). Participants in the experimental groups had teacher+AWE feedback, while participants in the control group had only teacher feedback. Each learner in the experimental groups wrote six essays using AWE feedback. The first and the final drafts of the essays were collected and analyzed by the researcher to investigate how learners made use of AWE feedback. Two weeks after the intervention, learners' essays were collected to be compared with the writing tasks collected prior to the study to explore whether there were any improvements in their writing achievement. Moreover, one questionnaire (a writing self-efficacy questionnaire) was implemented before and after the study to investigate the effects of AWE use on learners' writing self-efficacy beliefs. Furthermore, learners' perceptions of AWE feedback were gathered via a written opinion survey and focus group interviews. Qualitative data were also utilized to explore the effects of AWE feedback on learners' writing self-efficacy and writing motivation. The result of the study indicated that AWE feedback increased learners' writing motivation, writing self-efficacy, and writing achievement. The findings also demonstrated that learners utilized AWE systems both as grammar reference and thesaurus. Finally, the analysis of qualitative data indicated that learners' opinions of AWE feedback were mostly positive.