AUTHOR=Wang Zehua , Han Feifei TITLE=The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research JOURNAL=Frontiers in Psychology VOLUME=13 YEAR=2022 URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.909802 DOI=10.3389/fpsyg.2022.909802 ISSN=1664-1078 ABSTRACT=
Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development (i.e., the cognitive aspects), and perceived usefulness and perceived ease of use of the feedback (i.e., the psychological aspects) in English writing among English learners as an FL (EFLs) in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through (1) a pre-test and a post-test, which measured the participants’ English writing proficiency development; (2) a writing task, which received either teacher feedback or automated feedback; and (3) a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes (