The Effects Of Technology Enhanced Formative Assessment On...

The purpose of this study is to investigate the effects of technology-enhanced formative assessment on student writing in terms of grammatical accuracy and writing quality in English learning contexts and on student motivation. This chapter discusses several areas in the literature and previous studies related to feedback and student writing in second and foreign language settings. This literature review begins with an overview of feedback from sociocultural perspectives. The zone of proximal development and scaffolding as the core concepts of sociocultural theory in second language (L2) writing will be reviewed. Discussion of the socioeducational model in relation to L2 writing motivation will follow. Research on teacher written corrective feedback on student writing and controversies regarding feedback provision in writing instruction will be deliberated. This review will continue with the different strategies of corrective feedback, such as focused feedback, unfocused feedback, in direct feedback, and direct feedback, found in the recent literature. Recent studies investigating feedback using automated writing evaluation tools on L2 writing will also be discussed. Studies comparing the effects of teacher corrective feedback on L2 writing and those of feedback using automated writing evaluation tools on L2 writing will follow. Finally, a summary of the literature review will be provided, addressing the research gaps in the findings of previous studies that serve as theShow MoreRelatedLesson Plan Revision, Reflection, And Analysis Benchmark Essay1394 Words   |  6 Pagesis best for students whenever their teacher applies emotion, gives them the requisite support and challenges them. 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