Fecha
2024-10
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Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
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Editorial
Shahid Chamran University of Ahvaz
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Resumen
This article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.
Descripción
The registered version of this article, first published in “Journal of Research in Applied Linguistics, vol. 15, 2024", is available online at the publisher's website: Shahid Chamran University
of Ahvaz, https://doi.org/10.22055/RALS.2024.45636.3198
La versión registrada de este artículo, publicado por primera vez en “Journal of Research in Applied Linguistics, vol. 15, 2024", está disponible en línea en el sitio web del editor: Shahid Chamran University
of Ahvaz, https://doi.org/10.22055/RALS.2024.45636.3198
Categorías UNESCO
Palabras clave
Focused Feedback, Automatic Feedback, ESP, LSP, Writing, Online Learning, Data-Driven Learning
Citación
Martín-Monje, E., & Barcena, E. (2024). Tutor vs. automatic focused feedback and grading of student ESP compositions in an online learning environment. Journal of Research in Applied Linguistics, 15(2), 22-42. https://doi.org/10.22055/rals.2024.45636.3198
Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas