AWE for formative purposes in the efl context: a study of multiple revisions in academic abstract writing.

Rodríguez-Peñarroja, Manuel

Publication:
AWE for formative purposes in the efl context: a study of multiple revisions in academic abstract writing.

dc.contributor.author	Rodríguez-Peñarroja, Manuel
dc.contributor.department	Universitat Jaume I	es
dc.date.accessioned	2025-07-16T10:42:00Z
dc.date.available	2025-07-16T10:42:00Z
dc.date.issued	2025
dc.description.abstract	The use of automated writing evaluation (AWE) tools for writing practices has become a central issue in English as a second and foreign language teaching contexts. Researchers appear to agree that students’ positive outcomes hinge upon their integration with formative purposes. Nonetheless, few studies have addressed multiple revisions and automated feedback provision in students’ academic writing development. In this context, an instructional treatment for the integration of this technology has been designed. Explicit instruction on academic writing, AWE workshops, and practice activities remain at its core. Hence, this paper examines the effects of self- and AWE-mediated writing revisions on undergraduate learners’ academic writing performance over time and at different levels of proficiency. A series of repeated-measures analysis of variance (ANOVA) were computed to study participants’ syntactic complexity, readability and language issues, and lexical diversity outcomes. Results revealed improvement in some of the dependent variables, that is, language issues reduction and increased type-token ratio mean scores, which could represent an initial step towards reconsidering the provision of automated written feedback.	en
dc.format	application/pdf	es
dc.format.extent	25	es
dc.identifier.citation	Rodríguez-Peñarroja, M. (2025). AWE for formative purposes in the EFL Context: a study of multiple revisions in academic abstract writing . International Journal of English Studies, 25(1), 73–97. https://doi.org/10.6018/ijes.611761
dc.identifier.doi	https://doi.org/10.6018/ijes.611761
dc.identifier.issn	1578-7044
dc.identifier.issn	1989-6131 (Internet)
dc.identifier.uri	http://hdl.handle.net/10201/157449
dc.language	eng	es
dc.publisher	Universidad de Murcia, Servicio de Publicaciones.	es
dc.relation	Sin financiación externa a la Universidad.	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Academic writing	en
dc.subject	Automated writing evaluation feedback	en
dc.subject	English as a foreign language	en
dc.subject	Explicit instruction	en
dc.subject	Writing revision	en
dc.subject.other	CDU::8- Lingüística y literatura	es
dc.title	AWE for formative purposes in the efl context: a study of multiple revisions in academic abstract writing.	en
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es