Designing, implementing, and evaluating an automated writing evaluation tool for improving EFL graduate students’ abstract writing: a case in Taiwan

Writing English research article (RA) abstracts is a difficult but mandatory task for Taiwanese engineering graduate students (Feng, 2013). Understanding the current situation and needs of Taiwanese engineering graduate students, this dissertation aimed to develop and evaluate an automated writing evaluation (AWE) tool to assist their research article (RA) abstract writing in English by following a Design-Based Research (DBR) approach as the methodological framework. DBR was chosen because it strives to solve real-world problems through multiple iterations of development and building on results from each iteration to advance the project. Six design iterations were undertaken to develop and to evaluate the AWE tool in this dissertation, including (1) corpus compilation of engineering RAs, (2) genre analysis of engineering abstracts, (3) machine learning of move classification in abstracts, (4) analysis of lexical bundles used to express moves, (5) analysis of the choice of verb categories associated with moves, and finally, (6) AWE tool development based on previous findings, classroom implementation, and evaluation of the AWE tool following Chapelle’s (2001) computer-assisted language learning (CALL) framework. To begin with, I collected a corpus of 480 engineering RAs (Corpus-480) to extract appropriate linguistic properties as pedagogical materials to be implemented in the AWE tool. A sub-corpus (Corpus-72) was compiled with 72 RAs randomly chosen from Corpus-480 for manual and automated analyses. Next, to seek the best descriptive framework for the structure of engineering RA abstracts, two move schemata were compared: (1) IMRD (Introduction, Methodology, Results, and Discussion) and (2) CARS (Create-A-Research-Space, Swales, 1990). Abstracts in Corpus-72 were annotated and these two schemas were evaluated according to three quantitative metrics devised specifically for this comparison. Applying a statistical natural language processing (StatNLP) approach, a Support Vector Machine (SVM) was trained for automated move classification in abstracts. Formulaic language in engineering RA sections was used as linguistic features to automatically classify moves in abstracts. Additionally, four-word lexical bundles and verb categories were identified from Corpus-480 and Corpus-72, respectively. Four-word lexical bundles associated with moves in abstracts were extracted automatically. Additionally, verb categories (i.e., tense, aspect, and voice) in moves of abstracts were identified using CyWrite::Analyzer, a hybrid (statistical and rule-based) NLP software. Finally, the AWE tool was developed, based on the findings from the previous iterations, and implemented in an English-as-a-foreign-language (EFL) classroom setting. Through analyzing students’ drafts before and after using the tool, and responses to a questionnaire and a semi-structured interview, the AWE tool was evaluated based on Chapelle’s (2001) CALL evaluation framework. The findings showed that students attempted to improve their abstracts by adding, deleting, or changing the sequences of their sentences, lexical bundles, and verb categories in their abstracts. Their attitudes toward the effectiveness and appropriateness of the tool were quite positive. Overall, the AWE tool drew students’ attention to the use of lexical bundles and verb categories to achieve the communicative purposes of each move in their abstracts. In conclusion, this dissertation started from Taiwanese engineering students’ needs to improve their English abstract writing, and attempted to develop and evaluate an AWE tool for assisting them. Following DBR, the findings from this dissertation are discussed to improve the next generation of the AWE tools. Having these iterations in place, future studies can focus on developing pedagogical materials from genre-based analysis in different disciplines to fulfill learners’ needs

Automated Error Detection for Developing Grammar Proficiency of ESL Learners

Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by providing them with effective formative feedback to facilitate autonomous learning and improvement of their writing skills. In this study, we focus on CyWrite’s capacity to detect grammatical errors in student writing. We specifically report on (1) computational and pedagogical approaches to the development of the tool in terms of students’ grammatical accuracy, and (2) the performance of our grammatical analyzer. We evaluated the performance of CyWrite on a corpus of essays written by ESL undergraduate students with regards to four types of grammatical errors: quantifiers, subject-verb agreement, articles, and run-on sentences. We compared CyWrite’s performance at detecting these errors to the performance of a well-known commercially available AWE tool, Criterion. Our findings demonstrated better performance metrics of our tool as compared to Criterion, and a deeper analysis of false positives and false negatives shed light on how CyWrite’s performance can be improved

The affordances of process-tracing technologies for supporting L2 writing instruction

The research literature on L2 writing processes contains a multitude of insights that could inform writing instruction, but writing teachers are constrained in their capacity to make use of these insights insofar as they lack detailed information about how their students actually engage in the processes of writing. At the same time, writing-process researchers have been using powerful technologies that are potentially applicable in educational settings to trace writers’ process engagement—namely, keystroke-logging and eye-tracking. In this article, we describe a pilot effort to integrate these technologies into L2 writing instruction with college-level ESL students. In addition to illustrating three key affordances of these technologies that emerged from the piloting, we discuss the conceptual framework that informed our efforts as well as challenges that will need to be addressed to facilitate further integration of process tracing into L2 writing pedagogy

Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing

Assessment for learning (AfL) seeks to support instruction by providing information about students’ current state of learning, the desired end state of learning, and ways to close the gap. AfL of second-language (L2) writing faces challenges insofar as feedback from instructors tends to focus on written products while neglecting most of the processes that gave rise to them, such as planning, formulation, and evaluation. Meanwhile, researchers studying writing processes have been using keystroke logging (KL) and eye-tracking (ET) to analyze and visualize process engagement. This study explores whether such technologies can support more meaningful AfL of L2 writing. Two Chinese L1 students studying at a U.S. university who served as case studies completed a series of argumentative writing tasks while a KL-ET system traced their processes and then produced visualizations that were used for individualized tutoring. Data sources included the visualizations, tutoring-session transcripts, the participants’ assessed final essays, and written reflections. Findings showed the technologies, in combination with the assessment dialogues they facilitated, made it possible to (1) position the participants in relation to developmental models of writing; (2) identify and address problems with planning, formulation, and revision; and (3) reveal deep-seated motivational issues that constrained the participants’ learning

Fusion of Diffusion Weighted MRI and Clinical Data for Predicting Functional Outcome after Acute Ischemic Stroke with Deep Contrastive Learning

Stroke is a common disabling neurological condition that affects about one-quarter of the adult population over age 25; more than half of patients still have poor outcomes, such as permanent functional dependence or even death, after the onset of acute stroke. The aim of this study is to investigate the efficacy of diffusion-weighted MRI modalities combining with structured health profile on predicting the functional outcome to facilitate early intervention. A deep fusion learning network is proposed with two-stage training: the first stage focuses on cross-modality representation learning and the second stage on classification. Supervised contrastive learning is exploited to learn discriminative features that separate the two classes of patients from embeddings of individual modalities and from the fused multimodal embedding. The network takes as the input DWI and ADC images, and structured health profile data. The outcome is the prediction of the patient needing long-term care at 3 months after the onset of stroke. Trained and evaluated with a dataset of 3297 patients, our proposed fusion model achieves 0.87, 0.80 and 80.45% for AUC, F1-score and accuracy, respectively, outperforming existing models that consolidate both imaging and structured data in the medical domain. If trained with comprehensive clinical variables, including NIHSS and comorbidities, the gain from images on making accurate prediction is not considered substantial, but significant. However, diffusion-weighted MRI can replace NIHSS to achieve comparable level of accuracy combining with other readily available clinical variables for better generalization.Comment: 12 pages, 5 figures, 5 table

Combined deployable keystroke logging and eyetracking for investigating L2 writing fluency

Although fluency is an important sub-construct of language proficiency, it has not received as much attention in L2 writing research as complexity and accuracy have, in part due to the lack of methodological approaches for the analysis of large datasets of writing-process data. This article presents a method of time-aligned keystroke logging and eye tracking and reports an empirical study investigating L2 writing fluency through this method. Twenty-four undergraduate students at a private university in Turkey performed two writing tasks delivered through a web text editor with embedded keystroke logging and eye-tracking capabilities. Linear mixed-effects models were fit to predict indices of pausing and reading behaviors based on language status (L1 vs. L2) and linguistic context factors. Findings revealed differences between pausing and eye-fixation behavior in L1 and L2 writing processes. The paper concludes by discussing the affordances of the proposed method from the theoretical and practical standpoints

Women with endometriosis have higher comorbidities: Analysis of domestic data in Taiwan

AbstractEndometriosis, defined by the presence of viable extrauterine endometrial glands and stroma, can grow or bleed cyclically, and possesses characteristics including a destructive, invasive, and metastatic nature. Since endometriosis may result in pelvic inflammation, adhesion, chronic pain, and infertility, and can progress to biologically malignant tumors, it is a long-term major health issue in women of reproductive age. In this review, we analyze the Taiwan domestic research addressing associations between endometriosis and other diseases. Concerning malignant tumors, we identified four studies on the links between endometriosis and ovarian cancer, one on breast cancer, two on endometrial cancer, one on colorectal cancer, and one on other malignancies, as well as one on associations between endometriosis and irritable bowel syndrome, one on links with migraine headache, three on links with pelvic inflammatory diseases, four on links with infertility, four on links with obesity, four on links with chronic liver disease, four on links with rheumatoid arthritis, four on links with chronic renal disease, five on links with diabetes mellitus, and five on links with cardiovascular diseases (hypertension, hyperlipidemia, etc.). The data available to date support that women with endometriosis might be at risk of some chronic illnesses and certain malignancies, although we consider the evidence for some comorbidities to be of low quality, for example, the association between colon cancer and adenomyosis/endometriosis. We still believe that the risk of comorbidity might be higher in women with endometriosis than that we supposed before. More research is needed to determine whether women with endometriosis are really at risk of these comorbidities