Automated Writing Instruction and Feedback: Instructional Mode, Attitudes, and Revising

This study evaluates high school students’ perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students’ perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable. Immediate perceptions of feedback received on a selected essay were minimally related to how and...