Impact of Multiple Feedbacks on Revision Behaviour of Chinese EFL Undergraduates’ Argumentative Essay

Wang Shuai; Kamalanathan M. Ramakrishnan; Xing Li; Ma Xiao; Xuan Yinan; Li Na

doi:10.21834/e-bpj.v10i32.6796

Authors

Wang Shuai English Department,Shanghai Civil Aviation College, Shanghai, China
Kamalanathan M. Ramakrishnan Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Xing Li Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Ma Xiao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Xuan Yinan Communist Youth League Committee, Hebei North University, China
Li Na College of Humanities, Xinyang University, China

DOI:

https://doi.org/10.21834/e-bpj.v10i32.6796

Keywords:

English argumentative essay, automated writing evaluation (AWE), peer feedback, teacher feedback

Abstract

This study explores the impact of automated writing evaluation (AWE), peer feedback, and teacher feedback on Chinese EFL students' essay revisions. Teacher feedback was the most effective, providing accurate and targeted suggestions. Peer feedback promoted collaboration but lacked depth, while AWE was useful for grammar but not for argument development. A balanced approach combining these methods can enhance writing instruction by leveraging their strengths for better learning outcomes.

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