From ‘The system said’ to ‘my argument requires’
Cultivating self-mediation with AWE feedback
Bibliographic Data
| ID | 22428258 |
|---|---|
| Authors | Ping Qu (0000-0001-9780-9524, Lishui University, corresponding author), Yilong Qu (0009-0008-3763-9963, University of Wollongong), Dongmei Wang (0000-0001-6900-8295, Henan University of Engineering), Runji Wang (Lishui University) |
| Year | 2026 |
| Pages | 1-13 |
| Publication date | 2026-03-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2639460 |
| OpenAlex | W7134931791 |
| Language | EN |
| References cited | 22 |
Automated Writing Evaluation (AWE) tools have become commonplace in L2 classrooms, yet students often engage with them superficially – uncritically accepting or reflexively dismissing system feedback. While research has documented these learner profiles, the field lacks replicable pedagogical models showing teachers how to move students from passive receipt to critical engagement. This paper presents the Metacognitively – Scaffolded AWE Feedback Cycle, a four – phase model (Provocation, Disruption, Articulation, Appropriation) designed to cultivate self – mediation: observable moments when writers justify decisions by appealing to self – generated rhetorical criteria rather than deferring to external authority. The paper provides phase – by – phase teacher moves, a diagnostic framework for interpreting revision logs, and practical classroom materials adaptable to any AWE platform. Two illustrative cases trace the construct’s discursive fingerprints, showing what progression – and persistent other – regulation – look like in learners’ own words. By shifting focus from what the system says to what the writer’s argument requires, the model offers practitioners a replicable framework to transform AWE from a corrective tool into a catalyst for metacognitive growth, fostering the independent authorial voice that defines mature writers.
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| Highly cited | No |
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