Perceptions of the inclusion of Automatic Writing Evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study

Abstract

Research has increasingly paid attention to the language mindsets framework, which provides a fresh perspective for analyzing the emotional factors of second language writers. Drawing on the language mindsets framework and using a sample of 520 Chinese university English major students, we examined the changes in their language mindsets and motivation to study English writing over 15 weeks. Students were randomly assigned into an experimental group ( n = 264) and a control group ( n = 256). Both groups received syllabus-based English writing instructions, but only students in the experimental group were involved in three peer assessment activities, facilitated by an automatic writing evaluation (AWE) program. The results indicated that students in the experimental group endorsed a stronger growth mindset and maintained a high level of motivation over time. Primary analyses of the experimental group students showed that the impact of peer assessment activities on students’ language mindsets and motivation varied, which may be explained by their personal experiences and perceptions of the activities. Furthermore, motivation was associated with a growth mindset over time. Findings suggest that AWE can supplement peer assessment activities in L2 writing classrooms to cultivate a more positive mentality among students. • Automatic writing evaluation is integrated into peer assessment. • The language mindsets framework is used to analyze students’ psychological activities. • A diachronic view is adopted to track the changes in students’ motivation to study English writing. • Two person-centered approaches (LPA and LTA) are used to examine the nuances in students’ beliefs.