AI-based automated writing evaluation for online language learning: Perceptions of distance learners

Abstract

With the spread of information and communication technologies, increasing demands for learning independent of time and place, and rapid changes in the learner profile, open and distance learning has been increasingly adopted by higher education institutions. In the face of the increasing number of students, these institutions have started to make use of artificial intelligence-based technologies to maximize the effectiveness and efficiency of online learning. Automated writing evaluation (AWE) tools, which are among these technologies, have the potential to provide effective and efficient formative feedback, especially in foreign language writing activities. Based on the relevant literature, it is seen that the effectiveness AWE tools has been examined in face-to-face learning contexts with the support of teachers. However, there are not enough studies on the use of these AWE tools in open and distance learning contexts. This study aims to reveal the views of adult distance English language learners regarding their AWE tool experiences following a four-week writing activity. Data gathered through online open-ended questionnaire revealed learners' evaluation of the process, how the feedback they received contributed to their writing skills, and their suggestions for the use of AWE in distance language learning. It is expected that the obtained data will contribute to the literature on the effectiveness of the use of AWE tools in distance language learning processes.