Digital literacy in the age of artificial intelligence: exploring student engagement with automated writing evaluation (awe) feedback

Zhe (Victor) Zhang

doi:10.22481/praxisedu.v21i52.17102

Autores

Zhe (Victor) Zhang Macao Polytechnic University https://orcid.org/0000-0003-3057-9490

DOI:

https://doi.org/10.22481/praxisedu.v21i52.17102

Palavras-chave:

letramento digital, engajamento estudantil, feedback automatizado, escrita em L2, inteligência artificial

Resumo

Embora a inteligência artificial (IA) tenha permeado a educação linguística, é crucial entender que os aprendizes estão no centro da educação e que é necessário fornecer um suporte instrucional para melhorar seu engajamento com as tecnologias digitais. Situado no contexto da escrita em segunda língua (L2), o artigo inicialmente revisa dois termos-chave – letramento digital e engajamento estudantil – e, em seguida, foca em um estudo recente que integrou letramento digital e engajamento estudantil na pesquisa sobre escrita em L2, propondo um modelo integrado ao sintetizar múltiplos componentes do letramento digital e dimensões tripartidas do engajamento estudantil. Sugere-se que o letramento digital, caracterizado por uma consciência das potencialidades e limitações das tecnologias digitais, uma capacidade de avaliar informações digitais e uma disposição para usar tecnologias digitais para colaboração entre pares, é fundamental para um engajamento estudantil eficaz na aprendizagem de línguas na era da IA.

Downloads

Não há dados estatísticos.

Biografia do Autor

Zhe (Victor) Zhang, Macao Polytechnic University

Holds a Ph.D. in Applied Linguistics from the University of Hong Kong. Faculty of Languages and Translation, Macao Polytechnic University, Macao SAR.

Referências

ANDERSON, Amy; CHRISTENSON, Sandra; SINCLAIR, Mary; LEHR, Camila. Check & connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, v. 42, n. 2, p. 95-113, 2004.

ATTALI, Yigal. Exploring the feedback and revision features of Criterion. Paper presented at the National Council on Measurement in Education (NCME), San Diego, CA, 2004.

ÁVILA, JuliAnna; PANDYA, Jessica. Critical digital literacies as social praxis: Intersections and challenges. New literacies and digital epistemologies. New York: Peter Lang, v. 54, 2012.

BAI, Lifang; HU, Guangwei. In the face of fallible AWE feedback: How do students respond? Educational Psychology, v. 37, n. 1, p. 67-81, 2017.

BAWDEN, David. Information and digital literacies: a review of concepts. Journal of Documentation, v. 57, n. 2, p. 218–259, 2001.

BAWDEN, David. Origins and concepts of digital literacy. In: LANKSHEAR, C.; KNOBEL, M. (Eds.). Digital literacies: Concepts, policies & practices. New York: Peter Lang Publishing, p. 17-32, 2008.

BURNISKE, Richard. Literacy in the digital age. 2. ed. Thousand Oaks, CA: Corwin Press, 2007.

CASE, Jennifer. Alienation and engagement: exploring students’ experiences of studying engineering. Teaching in Higher Education, v. 12, n. 1, p. 119–133, 2007.

CHEN, Chifen; CHENG, Weiyuan. Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, v. 12, n. 2, p. 94-112, 2008.

COTOS, Elena. Automated writing evaluation. In: LIONTAS, J. I. (Ed.). The TESOL encyclopedia of English language teaching. Wiley: New Jersey, 2018.

COTOS, Elena; HUFFMAN, Sarah; LINK, Stephanie. Understanding graduate writers' interaction with and impact of the Research Writing Tutor during revision. Journal of Writing Research, v. 12, n. 1, p. 187-232, 2020.

DIKLI, Semire. An overview of automated scoring of essays. Journal of Technology, Learning, and Assessment, v. 5, n. 1, p. 1-35, 2006.

DIKLI, Semire; BLEYLE, Susan. Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, v. 22, p. 1-17, 2014.

DÖRNYEI, Zoltán. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N.J.: Lawrence Erlbaum Associates, 2005.

DUNLEAVY, Jodene. Bringing student engagement through the classroom door. Education Canada, v. 48, n. 4, p. 10-23, 2008.

EL EBYARY, Khaled; WINDEATT, Scott. The impact of computer-based feedback on students' written work. International Journal of English Studies (IJES), v. 10, n. 2, p. 121-142, 2010.

ELLIS, Rod. A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, v. 32, p. 335-349, 2010.

FREDRICKS, Jennifer; BLUMENFELD, Phyllis; PARIS, Alison. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, v. 74, p. 59-109, 2004.

FINN, Jeremy. Withdrawing from school. Review of Educational Research, v. 59, n. 2, p. 117–142, 1989.

GARRETT, Paula; YOUNG, Richard. Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative-based Portuguese course. The Modern Language Journal, v. 93, n. 2, p. 209-226, 2009.

GILSTER, Paul. Digital literacy. New York: Wiley, 1997.

GRIFFITHS, Carol. What have we learnt from good language learners? ELT Journal, v. 69, n. 4, p. 425–433, 2015.

GRIMES, Douglas; WARSCHAUR, Mark. Utility in a fallible tool: a multi-site case study of automated writing evaluation. Journal of Technology, Learning, and Assessment, v. 8, p. 4-43, 2010.

HAFNER, Christoph; CHIK, Alice; JONES, Rodney. Digital literacies and language learning. Language Learning & Technology, v. 19, n. 3, p. 1–7, 2015.

HAN, Ye; HYLAND, Fiona. Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, v. 30, p. 31-44, 2015.

HARGITTAI, Eszter. Survey measures of web-oriented digital literacy. Social Science Computer Review, v. 23, n. 3, p. 371–379, 2005.

JONES, Rodney; HAFNER, Christoph. Understanding digital literacies: A practical introduction. London, UK: Routledge, 2012.

KOLTOVSKAIA, Svetlana; RAHMATI, Payam; SAELI, Hooman. Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement. Journal of Second Language Writing, v. 65, Article 101130, 2024.

LANKSHEAR, Colin; KNOBEL, Michele. Digital literacies: Concepts, policies and practices. New York: Peter Lang Publishing, 2008.

LI, Jinrong; LINK, Stephanie; HEGELHEIMER, Volker. Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, v. 27, p. 1-18, 2015.

MANN, Sarah. Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, v. 26, n. 1, p. 7–19, 2001.

MEYERS, Eric; ERICKSON, Ingrid; SMALL, Ruth. Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, v. 38, n. 4, p. 355-367, 2013.

NORTON, Bonny; TOOHEY, Kelleen. Identity, language learning, and social change. Language Teaching, v. 44, n. 4, p. 412-446, 2011.

OXFORD, Rebecca. Language learning styles and strategies: concepts and relationships. IRAL, v. 41, n. 4, p. 271-278, 2003.

PACE, Rober. Measuring the quality of college student experiences: An account of the development and use of the college student experiences questionnaire. Los Angeles, CA: University of California, Higher Education Research Institute, Graduate School of Education, 1984.

RANALLI, Jim. Automated written corrective feedback: How well can students make use of it? Computer Assisted Language Learning, v. 31, n. 7, p. 653-674, 2018.

RANALLI, Jim. L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language Writing, v. 52, p. 1–16, 2021.

STEVENSON, Marie; PHAKITI, Aek. The effects of computer-generated feedback on the quality of writing. Assessing Writing, v. 19, p. 51-65, 2014.

TAN, Elaine. Informal learning on YouTube: Exploring digital literacy in independent online learning. Learning Media and Technology, v.38, n.4, p. 463–477, 2013.

TYLER, Ralph. Educational evaluation: New roles, new methods. The sixty-eighth yearbook of the National Society for the Study of Education, Part II. Chicago, IL: University of Chicago Press, 1969.

WANG, Yingjian; SHANG, Huifang; BRIODY, Paul. Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing. Computer Assisted Language Learning, v. 26, n. 3, p. 234-256, 2013.

WARSCHAUER, Mark; GRIMES, Douglas. Automated writing assessment in the classroom. Pedagogies: An International Journal, v. 3, p. 22-36, 2008.

WARSCHAUER, Mark; WARE, Paige. Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, v. 10, n. 2, p. 157-180, 2006.

WEIGLE, Sarah. English Language Learners and Automated Scoring of Essays: Critical Considerations. Assessing Writing, v. 18, n. 1, p. 85-99, 2013.

ZHANG, Zhe. Student engagement with computer-generated feedback: A case study. ELT Journal, v.71, n.3, p. 317–328. 2017.

ZHANG, Zhe. Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, v.43, Article 100439, 2020.

ZHANG, Zhe; HYLAND, Ken. Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, v. 36, p. 90–102, 2018.

ZHANG, Zhe; HYLAND, Ken. Fostering student engagement with feedback: An integrated approach. Assessing Writing, v.51, Article 100586, 2022.

ZHANG, Zhe; HYLAND, Ken. The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing. Computer Assisted Language Learning, p. 1-26, 2023.

ZHANG, Zhe; XU, Ling. Student engagement with automated feedback on academic writing: A study on Uyghur ethnic minority students in China. Journal of Multilingual and Multicultural Development, v. 45, n. 8, p. 3466–3479, 2022.