Otomatik yazma becerisi değerlendirme sisteminin yabancı dil olarak İngilizce öğretilen ortamlarda kullanılması: Sistemin etkinliği ve öğretmenler ile öğrencilerin görüşleri

In order to help teachers reduce their workload and provide students instant feedback, automated writing evaluation (AWE) tools, which score papers and provide feedback immediately, have been used. To better understand the potential and limitations of these tools, this study has four main objectives: (1) to examine how AWE scores agree with instructors' scores given for students' essays (2) to investigate the effectiveness of AWE feedback in the context of error reduction (3) to explore how students and (4) the instructors view the use of AWE tools. To achieve these objectives, a mixed-method approach was adopted. The quantitative analyses were carried out to explore the correlation between the seven instructors' scores and AWE scores. To explore the effectiveness of AWE feedback in error correction, the changes in errors of the experimental group (n=18), receiving AWE feedback, and the control group (n=20), receiving teacher feedback, were analyzed. Moreover, written reflection reports of students and semi-structured interviews conducted with both students and the instructors were analyzed using the Constant Comparison Method. The results indicated that there was a positive and highly significant correlation between AWE scores and the instructors' scores. Both AWE feedback and teacher feedback were effective in reducing errors in 11 categories, whereas the AWE feedback might be more effective in reducing errors in mechanics and usage categories. Finally, it was revealed that both students' and teachers' views on the use of AWE were positive, albeit there were minor limitations expressed.