The Application of Automated Writing Evaluation (AWE) Theory in Business English Writing
Abstract
In global business, Business English writing is vital for college students. This study applies AWE theory among 120 students. Students are assigned eight writing tasks on iWrite platform to assess three aspects, namely language, structure, and content. The results show
that timely feedback boosted language and content, but structure improved little. AWE aids writing timely but students still need teachers' help
with structure.
that timely feedback boosted language and content, but structure improved little. AWE aids writing timely but students still need teachers' help
with structure.
Keywords
Automated Writing Evaluation (AWE); Business English writing; iWrite platform; College students; Writing assessment
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[1] Likert, R., & McCallum, R. Automated writing evaluation: Theory and practice[J]. Journal of Second Language Writing, 2012, 21(3),
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[2] Cotos, E. Corpus-informed automated writing evaluation for disciplinary writing development[J]. Computers & Education, 2014, 71,
204-216.
[3] Hyland, K. (2009). Academic and professional writing: Genre, identity and pedagogy. Continuum.
DOI: http://dx.doi.org/10.70711/eer.v2i11.7736
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