My access feedback validity for native Arabic speaking learners of English
Author
Source
Issue
Vol. 5, Issue 2 (30 Apr. 2016), pp.113-131, 19 p.
Publisher
Cairo University Cairo University Center for Languages and Translation
Publication Date
2016-04-30
Country of Publication
Egypt
No. of Pages
19
Main Subjects
Educational Sciences
Languages & Comparative Literature
Abstract EN
This study aims to explore the nature of feedback that native Arabic speaking students received on their writings from Automated Essay Scoring (AES) program, My Access.
The My Access program includes two features to provide feedback on writing: My Tutor and My Editor.
The participants were 55 female students who were enrolled in the third academic year 2010/2011 at the Faculty of Arts, English Department, Cairo University.
The essays analysis was the main data collection method.
The results reveal that My Editor feature of the My Access program detects fifteen types of writing errors, fails to capture some errors, sometimes identifies something as an error which is actually not and sometimes generates incorrect or confusing feedback.
My Tutor provides redundant feedback.
The AES developing company, Vantage Learning, needs to consider native Arabic speaking students errors while building its system.
American Psychological Association (APA)
al-Jundi, Mirfat Muhammad. 2016. My access feedback validity for native Arabic speaking learners of English. Hermes،Vol. 5, no. 2, pp.113-131.
https://search.emarefa.net/detail/BIM-1252237
Modern Language Association (MLA)
al-Jundi, Mirfat Muhammad. My access feedback validity for native Arabic speaking learners of English. Hermes Vol. 5, no. 2 (Apr. 2016), pp.113-131.
https://search.emarefa.net/detail/BIM-1252237
American Medical Association (AMA)
al-Jundi, Mirfat Muhammad. My access feedback validity for native Arabic speaking learners of English. Hermes. 2016. Vol. 5, no. 2, pp.113-131.
https://search.emarefa.net/detail/BIM-1252237
Data Type
Journal Articles
Language
English
Notes
Record ID
BIM-1252237