Chen Qiukai
ABSTRACT
This study examined the implementation and utilization of the Pigai Automated Writing Evaluation (AWE) Platform in English writing instruction at Hanshan Normal University in China. Using a mixed-methods approach, it explored the extent of the implementation and utilization of the Pigai AWE Platform, the platform’s effects on students’ L2 writing achievement, user satisfaction, and challenges encountered. The study involved 22 teachers and 234 students over one academic year. Findings indicate that the Pigai platform was implemented and utilized to a high extent across various instructional activities. Students’ writing proficiency reached a high level, higher than that of the national college students, particularly in lexical and grammatical aspects. Both teachers and students reported high satisfaction with the extent of utilization of the Pigai AWE Platform in writing instruction. However, problems and challenges were identified, including inconsistent scoring, insufficient feedback on higher-order skills, and technical issues. Based on these findings, a teacher’s guide was designed to enhance the integration of Pigai into writing instruction. The study contributes to understanding the effectiveness of AWE tools in Chinese EFL contexts and provides practical insights for their implementation in higher education writing instruction.
Keywords: Automated writing evaluation, EFL writing instruction, Pigai AWE Platform, writing proficiency