Abstract
Automated writing evaluation (AWE) has been used more and more often in ESL writing classrooms as it can provide instant feedback in addition to an automated score. However, many studies reveal that AWE alone might not fulfill its potential in helping students to improve writing due to its limitations. This study aims to find out how effectively AWE can be used in ELT writing classroom when collaborative peer feedback is incorporated. A total of 80 EFL undergraduate students at a university in south China participated in the study. They were randomly assigned into either the experimental or control group. Participants in the experimental group conducted mobile-assisted collaborative peer feedback after getting their AWE feedback while students in the control group used only the AWE system autonomously. A paired t-test indicated that collaborative peer feedback combined with AWE led to increased revision that positively impacted students' revision types and quality of texts. The experimental group's revision significantly improved in terms of both holistic and analytic measurement. Interviews with students also revealed that students perceived more favorably when the collaborative feedback was conducted to facilitate students' revision process. This research suggests implementing collaborative peer feedback into the AWE system has pedagogical implications for EFL instruction.
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