Anguage and literature

References
1. Bloch, J. (2009). The design of an online concordancing program for teaching about reporting verbs. Language Learning & Technology 13. – pp. 1, 59–78.
2. Flowerdew, L. (2010). Using corpora for writing instruction. In A. O’Keeffe & M. McCarthy (eds.). – pp. 444–457.
3. Eric H. Young and Rick E. West. (2018). Speaking practice outside the classroom: literature review of asynchronous multimedia-based oral communication in 
language learning. – pp. 318–444.
4. Nesi, H. & S. Gardner. (2012). Genres across the disciplines. Student writing in higher education. – Cambridge: Cambridge University Press.
5. Chang, C.-F. & C.-H. Kuo. (2011). A corpus-based approach to online materials development for writing research articles. English for Specific Purposes 
30. – pp. 222–234.
6. Blake, R. J. (2013). Brave new digital classroom. Technology and foreign language learning. – Georgetown: Georgetown University Press.
7. Kenny, D. (1999). CAT tools in an academic environment: what are they good for? Target, 11(1). – pp. 65–82. Retrieved from http://dx.doi.org/10.1075/
target.11.1.04ken
8. Quora.com
9. Research gate 
10. Scopus.com
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