Exploring the Impact of Self-regulated Instruction (SRI) on the CSL Writing of the Automated Essay Scoring System

劉雪蕊; 陳燕秋; 劉于琪

doi:10.29748/TJCSL.202212_(25).0002

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人文学 > 语言学

DOI： 10.29748/TJCSL

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Exploring the Impact of Self-regulated Instruction (SRI) on the CSL Writing of the Automated Essay Scoring System

探究自我调整学习教学对电脑自动批改系统中文写作的影响

Sarah H. J. Liu(刘雪蕊) ； Yen-Chiu Chen(陈燕秋) ； Yu-Chi Liu(刘于琪)

台湾华语教学研究； 25 期 (2022 / 12 / 01) ， P41 - 67

英文;繁体中文 DOI： 10.29748/TJCSL.202212_(25).0002

Self-regulated instruction (SRI) ； SmartWriting-Mandarin ； automated essay scoring (AES) ； CSL writing ；自我调整学习教学；汉语文自动评分系统；自动评分系统；中文为第二语言写作

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摘要 │ 参考文献 (33) │ 国际计量

摘要〈TOP〉

Self-regulation posits that students are capable of setting up a goal and facilitating their own learning by engaging in cognitive and metacognitive processes to achieve successful outcomes (Zimmerman 1989). In light of the theory across various relevant research, instruction (e.g., feedback strategy training) and computer-assisted resources have been attested to help learners regulate their learning and enhance their competence in the target language. Although the implementation of such resources in English-related learning contexts has been extensively documented, their capacity to help L2 learners develop their writing abilities in Chinese learning contexts remains unclear. Hence, this study aimed to explore the effect of self-regulated instruction (SRI) and non-self-regulated instruction (NSRI) on Chinese-as-a-second-language (CSL) writing through an automated essay scoring (AES): the SmartWriting-Mandarin. More specifically, the study examined the writing performance of CSL learners via the implementation of the platform combined with the two instructions, and additionally explored learners' perceptions of the CSL class. This instructional research examined an intact class comprised of Vietnamese students who were majoring in the Chinese language. The students voluntarily participated in the study, which included the completion of six writing tasks divided into two types of instruction-SRI and NSRI-as well as the completion of a questionnaire survey. Both the SRI and NSRI assignments of the participants were graded by the SmartWriting-Mandarin platform and human ratings to investigate whether there were significant differences between the two types of assignments. The results revealed that the holistic scores between SRI and NSRI assignments differed significantly. Further, the difference in analytic scores between the two types of assignments was also significant, suggesting that writing skills could be acquired through SRI. In addition, the participants had positive opinions toward SRI via the platform. The results of this research have potentially valuable pedagogical implications.

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参考文献 ( 33 ) 〈TOP〉

熊玉雯, Yu-Wen,李慧萱, Hui-Hsuan,宋曜廷, Yao-Ting(2014)。基於 ACTFL 之华语文写作评分规准。华语文教学研究，11(4)，111-139。
连结：
American Council on the Teaching of Foreign Language(2012).ACTFL Proficiency Guidelines 2012.Alexandria:ACTFL, Inc..
Bandura, Albert(1986).Social Foundations of Thought and Action: A Social Cognitive Theory.Englewood Cliffs:Prentice Hall.
Cheng, Gary,Chau, Juliana(2013).Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement.Internet and Higher Education,17,9-15.
Condon, William(2013).Large-scale assessment, locally-developed measures, and automated scoring of essays: Fishing for red herrings?.Assessing Writing,18,100-108.

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