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writing convention of target community has flourished
because of recent advances of corpus technology. For
instance, just-in-time feedback tools can serve for eval-
uating students’ written performance since they can
provide instant feedback generated by algorithms build
upon the corpus of authentic language samples. For in-
stance, one of these corpus-based digital apps, Writing
Pal (picture 4), is to generate effective feedback using
sophisticated algorithms which are likely to assess au-
tomatically lexical,
syntactic, cohesion and rhetorical
features of essays.
From Writing Pal app, teacher can receive immedi-
ate feedback and essay score to make the vision about
original writing product of their students. This type of
automated writing assessment
web tools can reduce
the teacher’s massive load arising from the case when
students submit their written products (see picture 5
above about how the system scores the essays).
There also are a number of such tools to assess
academic writing such as Criterion,
Skill Writer and
Intelligent academic discourse evaluator (IADE). Such
applications are quite effectively used to see how well
students have learnt the register and genre of their
proper community.
After all, the instructors should keep up with current
practices and trends in the area of natural language
processing that deals with automatically detecting lex-
ica-grammatical features
in native-like written prod-
ucts and language corpora. However, they should also
have their own pedagogical realization to effectively
use these online resources when applying them into
assessment process. Furthermore,
while using digital
technology, it is necessary to use methods that can in-
crease the efficiency of asynchronous & synchronous
applications. The methods like preparatory activities,
project based learning and self-evaluation are strongly
recommended since they can give unique advantages
such as creating authentic needs and motivating power
for students. These methods can further increase the
effectiveness of digital assessment.
Conclusion.
Digital web-based and offline apps can
be beneficial to teachers in assessing productive skills.
The studies considered in this paper investigated the
tips and practices of how we can use effectively current
digital apps to assess our students’ productive skills.
As more and more technological applications appear in
the field of education, teachers must keep up with cur-
rent digital advances that they can bring to the online
assessment process and unique practices that devel-
op. Assessing speaking and writing skills online be-
comes highly possible since analysis and assessment
procedures would provide a more rigorous, reliable and
trustworthy basis for assessment. Meanwhile,
corpus
technology can also be a promising effect for assess-
ing writing skills automatically without the overload of
manual assessment. After all, it is evident that teachers
must have their own pedagogical realization that works
well with their perceived assessment methodology and
serve for selecting proper digital applications.
Picture 4
Picture 5
