Automated Essay Evaluation and Feedback Improves Teaching Quality and Efficiency
主講者 / 張道行副教授
Speaker / Tao-Hsing Chang
“Writing” is considered to be the most difficult language skill among the four fundamental skills—listening, speaking, reading and writing—, and it always takes the most training and practicing to master the skill of writing. CSL learners have difficulties in word selection, collocation, sentence cohesion, structure organization and paragraph composition. Teachers, in turn, need to spend much time to review their students’ vocabulary, grammar, and writing structure. Recently, information technology has contributed much to language teaching. Technology and Corpus-based studies provide convenient tools and referential texts for classes on the spot. In light of this, we develop Automated Essay Scoring for Han (AES-Han), which is an online writing platform with instant feedback and class management.
In this course it will be presented how AES-Han can be applied to CSL writing class to provide an easy writing environment without any limitation of space and time. In one hand, AES-Han provides instant feedback, including essay evaluation and error correction, that enhance learners’ writing ability. In another hand, its functions of student essay management and portfolio can improve instructors’ teaching efficiency.
In this section, we will illustrate a teaching plan linking up with AES-Han in actual classroom. With the step-by-step demonstration, you will realize how the system promotes the motivation and potential of all-level learners, which would in turn increase the teaching efficiency and quality.
The Effects of Implementing AES-Han/AES-Han Aid in the Classroom
講師 / 開南大學應用華語學系 陳燕秋助理教授、國立成功大學中國文學系 邱詩雯助理教授
Speaker / Yen Chiu Chen, Shih Wen Chiu
邱詩雯老師是使用AES-Han Aid在她的初級華語班中，班上學生普遍有寫自傳申請學校的需求，但是以他們的寫作能力是需要很多協助才能完成的。邱老師的方式是將自傳分段成一個一個篇章，藉由每個段落的主題，設計引導式問句，讓AES-Han Aid系統成為小助教，一步步帶領學生從句子、段落、篇章，構築成一篇結構井然的自傳。
Applying AES-Han to CSL classroom has brought a win-win situation for both teachers and students. Two teachers will present in this section to share their experience of using AES-Han/AES-Han Aid in their class empirically and experimentally.
Teacher Chen uses AES-Han in both of her writing and conversation classes and found that AES-Han has virtual improvement on students’ essay length and quality. In addition, instant feedback and suggestions get students used to revise and correct their essay on their own initiative. What’s more, teacher Chen observed that making draft before speech benefits a lot to the oral presentation. AES-Han plays the role of assisting students’ repeated speech draft revision in advance of onstage presentation. Students can write on AES-Han at any time and place before the class and focus on their presentation on class, making my course more efficient.
Teacher Chiu uses AES-Han Aid on her elementary Chinese class. Students in her class have the need of autobiography writing for applying college. However, it is really difficult and needs much assistance for them concerning their writing ability. Teacher Chiu’s teaching plan is to decompose an autobiography into paragraphs of different topics. And then she designs guided questions on AES-Han to lead the students complete each paragraph from single response sentences to a coherent paragraph. Each paragraph then forms a tightly-structural autobiography. AES-Han, in this case, is used as a teaching assistant, helping students with their writing structure and teachers with their on-to-one instruction.
eMPOWER: The Integrated Platform for Learning Chinese Characters and Words
講師 / 國立臺灣師範大學 洪嘉馡副教授
Speaker / Jia-Fei Hong
華語文教師在第一線教學需要考慮到許多因素，如:教學環境、學習者程度差異等，且依照學習者需求進行調整，編制出一套合適且適應當地的華語文教材。因此，e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER)華語文全字詞教學平臺，即是最佳的解決工具。eMPOWER是一個結合心理學、資訊科技和語言學等跨領域理論所建置而成的教學平臺；同時，也結合了最新的語音辨識技術及手寫診斷辨識系統(A Chinese character handwriting diagnosis and remedial instruction, CHDRI)。華語文教師可透過提供的數位教材編輯模組(Authoring Tool)，滿足教學端編輯教材及學習追蹤等功能的需求，亦提供學習端選課、上課等功能，同時，具有字詞的聽、說、讀、寫全方位的語言能力學習，是一個量身訂作、便利的教學平臺。
There are a number of factors that frontline Chinese language teachers need to consider about, for example, teaching environment, achievement differences of learning and so on. In addition, the teachers have to adjust their teaching materials to meet the learners’ needs in the area. In light of this, e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER), which provides teachers for editing appropriate Chinese materials with different needs, is the best platform to solve this situation. eMPOWER, developed by NTNU, provides teachers for editing materials. It combines psychology, computer education, linguistics and so on. Besides, it includes the Automatic Speech Recognition (ASR) and a Chinese character handwriting diagnosis and remedial instruction (CHDRI). This study anticipates that eMPOWER can offer CSL/CFL teachers and editors to be engaged in completing their teaching materials online. At the same time, it helps learners develop four fundamental abilities, listening, speaking, reading, and writing, simultaneously. In addition, it can make learning more efficiently without restricting by the environment and space, thus enhancing learners’ learning effectiveness.