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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

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Artificial Intelligence Knowledge Development

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<p style="text-align: justify;"><span style="font-size: 12.0pt; font-family: 'Georgia',serif; mso-fareast-font-family: Georgia; mso-bidi-font-family: Georgia; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-no-proof: yes;">L2 graduate students face the dual struggles of being both second-language speakers and novice research writers. Publication is an important indicator of one&rsquo;s academic potential, but the language barrier and a lack of research-writing experience often hinders L2 students&rsquo; ability to get published. In <em style="mso-bidi-font-style: normal;">Automated Written Corrective Feedback in Research Paper Revision</em>, Qian Guo, Ruiling Feng, and Yuanfang Hua show the potential AWE systems have to help L2 students overcome these barriers to publication. The authors study the usage of automated writing evaluation (AWE) systems in the context of research-based writing for students and explore the various ways in which it is helpful, limited, and could be improved for usage in this field/in this vein of writing. The authors present a powerful and convincing argument for the usage of AWE tools for developing writing skills needed to effectively engage in academic discourse. </span></p>
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frsl.2024.02.05.pdf

Book Review

frsl.2024.02.05.xml

Automated written corrective feedback in research paper revision: The good, the bad, and the missing, by Qian Guo, Ruiling Feng, Yuanfang Hua