Book

Description

As education systems worldwide grapple with the challenges of preparing students for the demands of the 21st century, the integration of technology in learning and assessment has taken a crucial stage. This pioneering study delves into the potential of Automated Writing Evaluation (AWE) as a transformative tool for formative assessment in English as a Foreign Language (EFL) writing. Set in Oman, where English is taught as a foreign language and traditional testing methods dominate, this research offers an in-depth exploration of student experiences with AWE technology. Grounded in socio-constructionist and constructivist theories, the study examines the diverse perspectives of 22 student participants through a mixed-methods approach, employing cutting-edge tools like NVivo, SPSS, and Microsoft Excel for analysis. The findings reveal that while AWE fosters holistic writing improvement and self-regulated learning, challenges such as overemphasis on minor errors persist. This book not only underscores the pedagogical benefits and limitations of AWE but also offers actionable recommendations for educators and policymakers, advocating for the redesign of EFL curricula to align with 21st-century skills. Exploring Automated Formative Assessment in EFL Writing is an essential resource for academics, practitioners, and policymakers eager to harness technology for transformative learning and assessment in diverse linguistic contexts.