Abstract
This study aimed to explore problems and potentials of new technologies in English as foreign language (EFL) writing education. Forty-six students as a foreign language (EFL) learners in a Chinese university participated in this study. They submitted their draft to Pigai Network and Scholar Network separately and received automated essay scoring (AES) and peer assessment (PA) feedback. Results showed a moderate, positive partial correlation between PA and AES, controlling for performance level. The EFL learners in China preferred AES over PA. These findings raise several relevant issues in how to improve peer assessment feedback effectively, such as writing rubric in peer assessment, specialized peer assessment tool, technology assistant and peer feedback.
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