A major issue in responding to L2 writing is the provision of corrective feedback. It is considered necessary by most teachers and students, but its effect on accuracy or writing quality is debatable. Automated corrective feedback may offer some assistance, but its capacity is largely restrained by natural language processing technology, and its potential in helping students become independent may be limited. Therefore, this project explores how students may learn to use an annotated learner corpus, and examines how such experience may help the students improve accuracy and writing quality through a quasi-experiment.
Available at: http://works.bepress.com/jinrong-li/19/