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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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The 2010 Applied Linguistics and Language Education (APPLE) Award Winning Papers
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 47-70 (2015) (2015)
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| 5 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
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| 6 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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| 7 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
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| 8 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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| 9 |
Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 84-99 (2015) (2015)
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| 10 |
What Is Criterion and e-rater, and How Can They Be Used in a Classroom?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 41-41 (2015) (2015)
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Abstract:
It is not uncommon for teachers to worry about delivering effective instruction and employing good pedagogical methods to maximize student learning. However, this becomes more problematic with the growing number of students per class and by the shortage of teachers who can accommodate the students. An immediate concern that will be discussed in this short piece is assessment, feedback, and scoring on writing from ESL/EFL students. A teacher becoming fatigued by an overwhelming amount of work is one concern, but it is often followed by unreliable and inaccurate assessment and grading of the students’ work. With little control over the shortage of teachers and the continuous enrollment of students, there must be a solution to alleviate the burden of teachers. This is where automated essay scoring (AES) tools such as Criterion by ETS may prove to be useful for teachers to effectively and efficiently provide meaningful feedback and grades. To elaborate, Criterion is an online platform providing convenience and practicality for its users, but it is the technology (also referred to as engine) of e-rater embedded in Criterion that provides automatic feedback on surface features of text such as grammar and scores.
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Keyword:
AES; Applied linguistics; Automated essay scoring; Education; Educational technology; EFL; English language; ESL; Foreign speakers; Language acquisition; P118-118.7; PE1-3729; Study of language; Teaching language; Teaching machines
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URL: https://doi.org/10.7916/D8NP2H2P
https://doaj.org/article/f5adc744b81e4ad3a0509734cdc4781c
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