ScholarWorks@숙명여자대학교

초록

Despite the increase of using Automated Writing Evaluation (AWE) in language classrooms, a majority of current studies examine effectiveness of AWE on students’ written products, which subsequently leads to a lack of studies on students’ writing procedures with AWE. Acknowledging an increased use of AWE in the classroom and current research on written products and scores, this paper investigated how learner training, theoretically grounded in Hubbard’s five principles (2004), influenced students’ perceptions towards the process-oriented writing and their use of Criterion to realize this approach in a writing class. A mixed-method approach was used to collect and analyze data through pre-questionnaires, two post-questionnaires, and interviews. Findings indicate students expressed positive opinions towards learner training and this training helped them make plans on Criterion. However, the students did not receive assistance from Criterion for revising contents and organization although some students appreciated a function that enables the multiple submission of drafts. Limitations of the present study and suggestions are discussed for implementation of Criterion as an effective instructional tool in the future. This study highlights the significant role of learner training in language classes integrated with technology, and the process-writing approach in writing classes.

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