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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
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Self-evaluation is the process by which individuals assess their abilities, behaviors, and characteristics based on feedback from others. Charles H. Cooley observed that a person’s self-perception is primarily influenced by how others see and judge them. He suggested that individuals form their identities based on their interpretations of others' reactions. As a result, social interactions play a crucial role in shaping self-esteem and personal identity. These external evaluations often...
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EFL Learner Engagement in Automatic Written Evaluation.

Huixia Fu1, Xiaobin Liu1

  • 1School of Foreign Studies, South China Normal University, Guangzhou, China.

Frontiers in Psychology
|June 9, 2022
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Summary
This summary is machine-generated.

Automatic written evaluation (AWE) tools are popular for EFL learners. This review explores how students engage with AWE feedback, focusing on psychological factors influencing their revision decisions and learning outcomes.

Keywords:
EFL learnerautomatic written evaluation (AWE)engagementfeedbackwriting

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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Second Language Acquisition

Background:

  • Automatic Written Evaluation (AWE) tools are increasingly used for English as a Foreign Language (EFL) learners due to their accessibility and immediate feedback.
  • Previous research confirms AWE's effectiveness in improving writing accuracy and ability.
  • However, learner engagement with AWE feedback, mediating factors, and learning effects require deeper investigation.

Purpose of the Study:

  • To provide a comprehensive overview of learner engagement with AWE feedback.
  • To examine behavioral, cognitive, and affective engagement from a psychological perspective.
  • To enhance understanding of how learners process feedback and make revision decisions.

Main Methods:

  • Literature review of existing research on Automatic Written Evaluation (AWE).
  • Analysis of widely adopted targets in AWE research.
  • Definition and exploration of learner engagement constructs based on current studies.

Main Results:

  • Identified key areas of learner engagement (behavioral, cognitive, affective) in response to AWE feedback.
  • Highlighted the psychological processes involved in feedback uptake and decision-making.
  • Established the link between AWE feedback characteristics and learner engagement levels.

Conclusions:

  • Learner engagement is a critical, yet under-explored, aspect of AWE effectiveness.
  • Understanding psychological engagement is crucial for optimizing AWE tools and feedback strategies.
  • Further research should focus on the nuanced interplay between AWE, learner psychology, and writing development.