Abstract—This paper reports on a preliminary investigation
of university students’ self-regulated learning through
automated writing evaluation (AWE) software, with particular
reference to evening university students in Taiwan. The
purpose of the study is threefold: to examine the changes in
error rates in various aspects of learner essays before and after
AWE use, to compare participants’ common errors with those
of native speakers, and to find out possible factors that give rise
to non-native speakers’ common errors. This research is
designed as a case study. Findings show a significant increase in
the score and the length of student essays after AWE use as well
as the repetition of words to be the weakest aspect of writing for
both native and non-native students. Moreover, language
transfer is a key factor that leads to the recurrent errors of the
participants.
Index Terms—Automated essay scoring, automated writing
evaluation, second language writing, self-regulated learning.
Bin-Bin Yu is with the Department of Applied Foreign Languages,
Lunghwa University of Science and Technology, Taoyuan, CO 33306
Taiwan (e-mail: bbyu@mail.lhu.edu.tw).
Cite: Bin-Bin Yu, "Incorporation of Automated Writing Evaluation Software in Language Education: A Case of Evening University Students‟ Self-Regulated Learning in Taiwan," International Journal of Information and Education Technology vol. 5, no. 11, pp. 808-813, 2015.