Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment

This article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdiscip...

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Detalles Bibliográficos
Autores: Martín Monje, Elena María, Bárcena Madera, María Elena
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/29724
Acceso en línea:https://hdl.handle.net/20.500.14468/29724
Access Level:acceso abierto
Palabra clave:5505.10 Filología
Focused Feedback
Automatic Feedback
ESP
LSP
Writing
Online Learning
Data-Driven Learning
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oai_identifier_str oai:e-spacio.uned.es:20.500.14468/29724
network_acronym_str ES
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repository_id_str
spelling Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning EnvironmentMartín Monje, Elena MaríaBárcena Madera, María Elena5505.10 FilologíaFocused FeedbackAutomatic FeedbackESPLSPWritingOnline LearningData-Driven LearningThis article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.Shahid Chamran University of Ahvaze-Spacio UNED20252025-07-2420242024-10-0120242024-10-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/29724reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/297242026-06-06T12:38:31Z
dc.title.none.fl_str_mv Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
title Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
spellingShingle Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
Martín Monje, Elena María
5505.10 Filología
Focused Feedback
Automatic Feedback
ESP
LSP
Writing
Online Learning
Data-Driven Learning
title_short Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
title_full Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
title_fullStr Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
title_full_unstemmed Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
title_sort Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment
dc.creator.none.fl_str_mv Martín Monje, Elena María
Bárcena Madera, María Elena
author Martín Monje, Elena María
author_facet Martín Monje, Elena María
Bárcena Madera, María Elena
author_role author
author2 Bárcena Madera, María Elena
author2_role author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 5505.10 Filología
Focused Feedback
Automatic Feedback
ESP
LSP
Writing
Online Learning
Data-Driven Learning
topic 5505.10 Filología
Focused Feedback
Automatic Feedback
ESP
LSP
Writing
Online Learning
Data-Driven Learning
description This article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-10-01
2024
2024-10-01
2025
2025-07-24
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/29724
url https://hdl.handle.net/20.500.14468/29724
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Shahid Chamran University of Ahvaz
publisher.none.fl_str_mv Shahid Chamran University of Ahvaz
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869420100584472576
score 15,812455

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