Abstract
The present study explores IELTS writing preparation with automated written corrective feedback (AWCF). A single-case study is conducted to determine how an EFL adult autonomous learner engages with Grammarly’s AWCF. The participant is a 30-year-old male electrical engineer with no ties to educational institutions, learning independently with a tutor´s assistance for test format and content. Semi-structured interviews are used to collect the three interrelated dimensions of the learner’s engagement with AWCF on International English Language Testing System (IELTS) writing practice; that is, cognitive, affective, and behavioral engagement.
Presenters
Aline Pessoa ZanettiStudent, Teaching English as a Second Language, Tunghai University, Taipei, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
AWCF, GRAMMARLY, ENGAGEMENT, AUTONOMY
