The efficacy of automated feedback on summary content in an online formative assessment module for undergraduate L2 writing instruction in Japan

The present mixed-methods study examined the efficacy of W-Writing, an online formative assessment module for summary writing designed for supplemental use in undergraduate introductory academic writing courses in Japan to enhance summary writing instruction under the new normal that emerged after the COVID pandemic. This module automatically delivered four types of content feedback inspired by the formative assessment and learning-oriented assessment (LOA) literature during the revision stage of a summary writing task. The efficacy of the immediate content feedback was examined from two perspectives: students’ revision behaviors and students’ and instructors’ perceptions of the W-Writing module. Students enrolled in the course and four course instructors participated in this study. A frequency analysis of revision operations applied to the initial summary draft of 60 randomly selected students during revisions suggested that they were engaged in meaningful revision activities. The students’ rating of the usefulness of W-Writing (n = 81) was also high. These results were corroborated by results from a thematic analysis conducted on instructors’ interview data, which suggested the instructors’ high endorsement of W-Writing’s usefulness and their perceptions of students’ high engagement in W-Writing activities. The above results provide initial empirical support for the efficacy of the W-Writing feedback design.