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A small case study tracked two Chinese students across a four-week period using weekly surveys, semi-structured interviews, and screen capture videos of revisions. Weeks 1 and 3 provided English-only (L2) feedback, while weeks 2 and 4 added feedback in participants’ native language (L1). Coding and transcription supported findings of a positive attitude toward L1 glossed feedback, increased error noticing, and greater autonomy, despite expressed reservations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-of-l1-glossed-feedback-in-automated-writing-evaluation-a-case-study/595711/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-of-l1-glossed-feedback-in-automated-writing-evaluation-a-case-study/595711.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What feedback conditions were compared in the case study?","Question",{"text":112,"@type":113},"The students received English-only feedback (L2) in weeks 1 and 3, and English plus native-language (L1) feedback in weeks 2 and 4.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect data on learner perceptions and revisions?",{"text":117,"@type":113},"Data came from weekly surveys, semi-structured interviews, and screen capture videos showing student revisions.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main attitudes and outcomes reported by participants?",{"text":121,"@type":113},"Participants expressed a need for the glosses but also reservations, while both showed positive attitudes toward L1 glossed feedback, greater noticing of errors, and increased autonomy while using AWE.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595711,1792165827,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nPerceptions of L1 Glossed Feedback in Automated Writing Evaluation: A Case Study  \nJayme Lynn Wilken  \nAbstract  \nLearner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a four-week period. In weeks 1 and 3, the students received English-only feedback (L2), and in weeks 2 and 4, the students also received feedback in their native language (L1). The data were recorded, transcribed, and coded. Because the L1 has been shown to be helpful in students’ learning, it was hoped that the L1 glossed feedback in AWE would prove helpful as well. The participants felt a need for theglosses but also expressed reservations about relying on the L1. While the participants’ revision behaviors sometimes differed, both showed a positive attitude toward the L1 glossed feedback, toward increased noticing of errors, and toward their autonomy while using AWE.  \nKeywords: automated writing evaluation, autonomy, l1 glossed feedback, perceptions  \nIntroduction  \nAutomated writing evaluation (AWE) enables students to receive feedback on a piece of writing within seconds after submission. With the click of a mouse, a student can receive holistic scores, reports detailing categorized errors, and feedback on those errors. Over the past decade, AWE research seems to be slowly shifting toward perceptions (e.g., Chen & Cheng, 2008;  \nAffiliation  \nIowa State University.  \n[email: jaymew@iastate.edu](email: jaymew@iastate.edu)  \ncalico journal vol 35.1 2018 30–48 [https://doi.org/10.1558/cj.26383](https://doi.org/10.1558/cj.26383)  \n©2017, equinox publishing   \nJayme Lynn Wilken 31  \nLink, Dursun, Karakaya, & Hegelheimer, 2014) and effective use of this and other computer assisted language learning (CALL) tools (e.g., Hegelheimer & Tower, 2004).  \nSince a learner may need to have comprehensible input for effective learning to occur (Krashen, 1985), modifications may be one way to make input comprehensible “for acquisition” (Larsen-Freeman & Long, 1991, p. 144) . These modifications can include glosses in AWE, where learners can request a response from the computer about what they have just written. Learners can then respond to that feedback by revising their essays, potentially producing“comprehensible output”(Swain, 1995) as a result. AWE can now provide L1 glossed feedback, i.e. feedback that appears in the students’ native language, asa modification to its English feedback.  \nEven though research has shown L1 glossed feedback to be helpful in areas such as vocabulary acquisition (e.g., Prince, 1995; Laufer & Shmueli, 1997), the area of L1 glossed feedback has not yet been studied in conjunction with AWE. The present study investigated how students perceive and utilize theresources available in Criterion, an AWE program by Educational Testing Service (ETS), when feedback is available in their native language in addition to English.  \nL1 Glossed Feedback in AWE: A Multifaceted Issue  \nDepending on the context in which AWE is used, students may react quite differently to it and may even be unwilling to use it, due to their negative perceptions (Attali, 2004; Chen & Cheng, 2008; Li, Link, & Hegelheimer, 2015) . However, used in conjunction with human feedback, AWE may be useful in providing necessary scaffolding for learners (Cotos, 2011; Hyland & Hyland, 2006). Further, one effective way to enhance this scaffolding may be through providing feedback in the learners’ first language (L1) .  \nL1 Use in the Classroom  \nWith the rise of communicative teaching methods, the L1 has been neglected, and sometimes even banned, in the classroom context (Cook, 2001) . Even if it is not banned outright, the L1 is likely not being utilized as th","cbCaittiWg9qugq9","https://ap.wps.com/l/cbCaittiWg9qugq9","pdf",540724,"English","# Introduction\n## L1 Glossed Feedback in AWE: A Multifaceted Issue\n## L1 Use in the Classroom\n## Errors and Noticing of Glosses","[{\"question\":\"What feedback conditions were compared in the case study?\",\"answer\":\"The students received English-only feedback (L2) in weeks 1 and 3, and English plus native-language (L1) feedback in weeks 2 and 4.\"},{\"question\":\"How did the researchers collect data on learner perceptions and revisions?\",\"answer\":\"Data came from weekly surveys, semi-structured interviews, and screen capture videos showing student revisions.\"},{\"question\":\"What were the main attitudes and outcomes reported by participants?\",\"answer\":\"Participants expressed a need for the glosses but also reservations, while both showed positive attitudes toward L1 glossed feedback, greater noticing of errors, and increased autonomy while using AWE.\"}]","Perceptions of L1 Glossed Feedback in Automated Writing Evaluation: A Case Study | PDF",1792081721,48]