CALICO Journal에서 Automated Writing Evaluation 관련 Special issue가 예정되어 있습니다. 관심있으신 분들은 Professor Volker Hegelheimer (volkerh@iastate.edu) 에게 8월 1일까지 초록을 제출하시면 되겠습니다.

Call for Paper

Special Issue:
CALICO Journal 33.1, 2016

Guest editors:
Volker Hegelheimer, Ahmet Dursun, Zhi Li, Iowa State University

Automated Writing Evaluation in
Language Teaching: Theory, Development, and Application

The first automated
writing evaluation (AWE) software for assessment purposes dates back to the
1960s (Project Essay Grade, Page Ellis). Rapid advances in the fields of
artificial intelligence and natural language processing in the last few decades
have led to the development of more powerful scoring engines, such as e-rater
developed by ETS and IntelliMetric by Vantage Learning. Recent years have seen
the application of scoring engines expand to language learning
and teaching purposes. Likewise, much open-source and commercial AWE
software has been released for use in the language learning (L2) classroom.

Opinions on the
utility of AWE tools and their potential effects on educational practices vary,
as shown by two frequently-cited books on AWE: Ericsson and Haswell (2006) and
Shermis and Burstein (2013). While many AWE tools are impressive in
terms of scoring reliability, the use of AWE for assessment purposes in writing
classrooms has seen fierce discussion and opposition, as articulated in the
2004 position statement of the Conference on College Composition and
Communication (CCCC). More studies are needed to evaluate AWE tools in
classrooms. This special issue will bring together a variety of studies related
to AWE in the context of Computer-Assisted Language Learning (CALL). The issue
will cover conceptual and empirical research on AWE tool development, AWE tool
classroom implementation, and resulting pedagogical implications. It will
thus be of interest to AWE designers and developers, applied-linguistics
researchers, and language teachers and practitioners. With an emphasis on AWE
development for classroom use and its implementation, this issue will be a good
complement to existing books on AWE, such as Ericsson & Haswell (2006) and
Shermis & Burstein (2013).

Research articles
that include a theoretical discussion and/or empirical research on the promise,
challenges, and issues related to the development, implementation, or
evaluation of AWE tools are invited. These articles may investigate
how AWE tools provide L2 learners, language teachers, and computational
linguists with opportunities and challenges to:

promote writing
proficiency development / encourage learner autonomy / support pedagogical
practices / incorporate theories of Second Language Acquisition / integrate L2
writing curricula / develop theory-based
AWE tools

By bringing
together a variety of researchers and practitioners who have employed
qualitative, quantitative, or mixed-method methodologies in researching
different AWE tools across different contexts and genres, this Special Issue
will raise the awareness of researchers and practitioners regarding the use of
AWE tools as part of classroom instruction. This issue is timely as new
commercial and academic AWE tools are being used or introduced. The papers in
this issue can generate both valuable guidance for implementation and also
offer suggestions for needed research on the use of AWE tools as potential
language learning technologies.

Please send
inquiries and abstracts to Volker Hegelheimer (volkerh@iastate.edu) before 1st
August 2014. Please list CALICO Journal Special Issue in the subject line of
your email. For the submission of the manuscript, follow the online submission
process and refer to the Author Guidelines of CJ. http://journals.sfu.ca/CALICO/index.php/calico/about/submissions.