PROMOTING SELF-REGULATED LEARNING IN IRANIAN POSTGRADS’ ENGLISH WRITING CLASSES USING AN AUTOMATED ESSAY SCORING SOFTWARE
REZA GHAFAR SAMAR
Department of English, Tarbiat Modares University, Tehran, Iran
GHOLAM REZA KIANY
Department of English, Tarbiat Modares University, Tehran, Iran
MARZIEH DEHGHAN CHALESHTORI *
Department of English, Tarbiat Modares University, Tehran, Iran
*Author to whom correspondence should be addressed.
Abstract
Automated essay scoring (AES) software functions with scoring engines that, in addition to generating automated scores on essays, provides feedback on the quality of written texts. The advantages of applying the AES software within English writing classes to foster Self-Regulated Learning (SRL) has not been investigated sufficiently; however, SRL in technology-enhanced learning environments (TELEs) has recently attracted the attention of several scholars. It is also worth mentioning that fostering SRL in learners is of vital importance these days, since this trait increases autonomy and students’ control on their own learning behaviors. In this study, we examined the effect of using an AES software, named Writing Planet, on self-regulated learning of university students in writing classes. Twenty postgraduate students voluntarily participated in this research. The researchers measured the participants’ pre- and post-level of SRL by asking them to complete the Academic Self-regulated Learning Scale (ASRL-S) before and after 16 hours of treatment. To assess the potential of this learning environment to foster SRL, students were also asked to answer a questionnaire measuring students’ self-regulated learning in technology-enhanced environment (TELESTUDENTS-SRL). The results of this study indicate that although students’ SRL did not change, their answers to TELESTUDENTS-SRL revealed that this learning environment has the potential to foster their SRLs.
Keywords: Self-regulated learning, technology-enhanced learning environment, automated essay scoring software.