Towards Effective Integration and Positive Impact of Automated Writing Evaluation in L2 Writing

The increasing dominance of English has elevated the need to develop an ability to effectively communicate in writing, and this has put a strain on second language education programs worldwide. Faced with timeconsuming and copious commenting on student drafts and inspired by the promise of computerized writing assessment, many "educational technology enthusiasts are looking to A WE [automated writing evaluation] as a silver bullet for language and literacy development" (Warschauer & Ware, 2006, p. 175). This chapter reviews what AWE offers for learners and teachers and raises a number of controversies regarding A WE effectiveness with the underlying message that clear milestone targets need to be set with respect to A WE development, implementation, and evaluation in order to ensure positive impact of this technology on L2 writing. In support of this message, the chapter introduces an example-lADE, a prototype of contextbased A WE conceptualized and operationalized to address latent issues through a synthesis of theoretical premises and learning needs. Multifaceted empirical evaluation of lADE further provides insights into processes triggered by interaction with A WE technology and foregrounds a call for future research needed to inform effective application of AWE in L2 writing classrooms. Disciplines Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods Comments This is a book chapter from Technology Across Writing Contexts and Tasks (2012): 81. Posted with permission. This book chapter is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/engl_pubs/60