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Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment

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dc.contributor.authorMartín Monje, Elena María
dc.contributor.authorBárcena Madera, María Elena
dc.date.accessioned2025-07-24T11:50:41Z
dc.date.available2025-07-24T11:50:41Z
dc.date.issued2024-10
dc.descriptionThe 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
dc.description.abstractThis 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.en
dc.description.versionversión publicada
dc.identifier.citationMartín-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
dc.identifier.doihttps://doi.org/10.22055/RALS.2024.45636.3198
dc.identifier.issnISSN: 2345-3303 – E-ISSN: 2588-3887
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29724
dc.journal.issue2
dc.journal.titleJournal of Research in Applied Linguistics
dc.journal.volume15
dc.language.isoen
dc.page.final42
dc.page.initial22
dc.publisherShahid Chamran University of Ahvaz
dc.relation.centerFacultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject5505.10 Filología
dc.subject.keywordsFocused Feedbacken
dc.subject.keywordsAutomatic Feedbacken
dc.subject.keywordsESPen
dc.subject.keywordsLSPen
dc.subject.keywordsWritingen
dc.subject.keywordsOnline Learningen
dc.subject.keywordsData-Driven Learningen
dc.titleTutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environmenten
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication06ac9e8d-9c20-4362-a965-c6de202e1070
relation.isAuthorOfPublication572d85d8-8a76-42a9-97db-2e6dbaaa6d25
relation.isAuthorOfPublication.latestForDiscovery06ac9e8d-9c20-4362-a965-c6de202e1070
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