Kurnia Wulandari

Research Trends in the Use of Automated Writing Evaluation Tools

Introduction

Research trends in the use of automated writing evaluation tools. Explore research trends in Automated Writing Evaluation (AWE) tools for teaching writing in universities. This systematic review covers AWE use, popular tools like Pigai & Grammarly, and their application in essays.

Abstract

This systematic review aimed to present a systematic summary of the trends and use of Automated Writing Evaluation (AWE) tools, particularly in teaching writing skills in the university context. Research articles were collected from three different databases, namely Eric, Taylor & Francis, and Scopus. After being reviewed based on selected inclusion and exclusion criteria, 21 studies out of 76 collected articles were then further examined. The findings of this study showed that the use of AWE tools increased from 2020 to 2022. In addition, the majority of studies were conducted in China where English is learned as a second or foreign language. Then, most of the reviewed studies were developed based on the quantitative research design. Meanwhile, regarding the AWE tools, Pigai was found to be dominantly used by students, and the second most commonly used tools were Grammarly and Criterion. At last, based on this systematic review, AWE tools were frequently used to help students to write essays.

Review

This systematic review, "Research Trends in the Use of Automated Writing Evaluation Tools," addresses a highly relevant and increasingly important topic in language education and technology integration. By systematically summarizing the trends and applications of Automated Writing Evaluation (AWE) tools, particularly in fostering writing skills within the university context, the paper offers a timely overview of the field. The authors have diligently collected research articles from three reputable databases—Eric, Taylor & Francis, and Scopus—and narrowed down their analysis to 21 studies from an initial pool of 76, indicating a focused and rigorous selection process aimed at providing a comprehensive summary. The abstract effectively highlights several salient trends emerging from the review. A notable finding is the significant increase in the use of AWE tools between 2020 and 2022, underscoring a rapid adoption or surge in research interest within this period, possibly accelerated by global shifts in education. Geographically, the predominance of studies conducted in China, an English as a Second or Foreign Language (ESL/EFL) context, offers valuable insight into where these tools are most actively researched and potentially deployed. Furthermore, the prevalence of quantitative research designs and the identification of Pigai, Grammarly, and Criterion as the most frequently used tools, primarily for essay writing, paint a clear picture of the current landscape. These findings provide a useful snapshot of the "what," "where," and "how" of AWE tool integration. Overall, this systematic review promises to be a valuable resource for educators, researchers, and developers interested in the evolving role of AWE tools in higher education. By consolidating current research trends, it provides a foundational understanding of the prevalent tools, methodologies, and geographical focus areas. The insights into the dominant tools and their primary application for essay writing are particularly useful for those seeking to understand the current state of AWE deployment. This work is crucial for informing future research directions and guiding the thoughtful integration of AWE technologies into writing instruction globally, offering a descriptive mapping of a rapidly developing educational technology landscape.

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