Exploring the use of automated writing evaluation (AWE) in English language education: A systematic review

Abstract

Automated Writing Evaluation (AWE) systems have emerged as indispensable tools in the realm of writing instruction, offering educators and students efficient means to assess and enhance writing skills. In recent years, the proliferation of these systems has underscored the need for a thorough understanding of their functionalities, effectiveness, and implications for educational practice. Consequently, this study endeavors to address this imperative by conducting a systematic literature review spanning the years 2018 to 2023. My overarching objectives include (a) scrutinizing the landscape of AWE systems employed during this timeframe, (b) dissecting the nature and scope of writing feedback provided by these systems, (c) delving into the perceptions and experiences of students and teachers regarding AWE systems, and (d) elucidating the contextual factors that shape the utilization and adoption of AWE systems across diverse educational settings.