Despite the growing interest and use of Automated Writing Evaluation (AWE) in education, previous research has not examined how elementary-aged English Learners (ELs) in the United States interact with and benefit from feedback on their writing from these systems. The current study examines how elementary-aged students—categorized as proficient ELs, non-proficient ELs, and students ineligible for EL services (i.e., non-ELs)—engage with and benefit from the MI Write Automated Writing Evaluation (AWE) system in terms of behavioral, cognitive, and affective engagement. The study's sample consisted of 3459 students in Grades 3–5 from a school district in the Mid-Atlantic region of the United States. ELs comprised 23.7% of the sample ( = 820). After controlling for demographics and literacy achievement, the study applied regression and machine learning analyses to compare whether non-ELs, proficient ELs, and non-proficient ELs equally accessed MI Write's feedback, improved their writing, productively revised their writing, revised the same features of their writing, and positively perceived MI Write. Language status was not related to students’ behavioral and cognitive engagement with AWE feedback or their ability to benefit from that feedback. All students reported positive perceptions of MI Write, but proficient ELs held statistically significantly more positive perceptions than their peers. Study findings indicate that AWE systems like MI Write show promise for supporting the writing growth of elementary ELs.

中文翻译：

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初级英语学习者对自动反馈的参与度

尽管自动写作评估 (AWE) 在教育领域的应用和兴趣日益浓厚，但之前的研究并未考察美国的小学英语学习者 (EL) 如何与这些系统的写作反馈互动并从中受益。当前的研究考察了小学生（分为熟练 EL、不熟练 EL 和不符合 EL 服务资格的学生（即非 EL））如何参与并受益于 MI Write 自动写作评估 (AWE) 系统行为、认知和情感参与方面。该研究的样本由来自美国大西洋中部地区一个学区的 3459 名 3-5 年级学生组成。 EL 占样本的 23.7% (= 820)。在控制人口统计和识字成绩后，该研究应用回归和机器学习分析来比较非 EL、熟练的 EL 和不熟练的 EL 是否平等地获取 MI Write 的反馈、改进他们的写作、有效地修改他们的写作、修改相同的功能他们的写作，并积极评价 MI Write。语言状态与学生对 AWE 反馈的行为和认知参与度或从该反馈中受益的能力无关。所有学生都报告了对 MI Write 的积极看法，但从统计数据来看，精通 EL 的学生比同龄人持有更积极的看法。研究结果表明，像 MI Write 这样的 AWE 系统有望支持初级 EL 的写作发展。