Despite the recent development of automated writing evaluation (AWE)
technology and the growing interest in applying this technology to language
classrooms, few studies have looked at the effects of using AWE on reducing
grammatical errors in L2 writing. This study identified the primary English
grammatical error types made by 66 Taiwanese university students in order to
examine how using AWE in a process-writing approach affected improvements
in these error types in revisions and new text composition. The study adopted
a time-series research design, in which measurements of grammatical errors in
student writing were taken at various points during a nine-week pedagogical
programme. An AWE system was employed as the writing and assessment tool.
The AWE feedback reports on the student essays were analysed using descriptive
analysis and paired-samples t tests. Using AWE in a process-writing approach
seemed to exert a reducing effect on the number of grammatical errors during
both revisions and new text composition, although the patterns regarding the
precise appearances of effects varied amongst the error types

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• Using automated writing evaluation to reduce grammar errors in writing

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