Featured Post from University of Delaware

Bridging the language gap: How AWE software fosters inclusivity for ELs and Non-ELs alike

University of Delaware professor investigates how English learners interact with and benefit from automated essay evaluation technology

Aug 6, 2024

2 min

Joshua Wilson

When ChatGPT burst onto the scene in November 2022, many educators and parents worried that new writing tools powered by artificial intelligence (AI) would help their students bypass important learning opportunities. Instead, as University of Delaware associate professor Joshua Wilson has shown, AI-powered writing and evaluation tools have actually helped students develop their writing skills and have supported teachers in providing meaningful feedback.


CaptionResizeWrap TextRemove

Now, in a recent study published in Learning and Instruction, Wilson and his co-authors turn their attention to elementary English learners (EL), investigating how this growing population of students interacts with and benefits from automated writing evaluation (AWE) software. AWE is a class of educational technology tools that use natural language processing and AI to provide students with automated formative feedback that supports improvements in writing quality. 


They found that AWE technologies are equally beneficial for ELs as they are for non-ELs. Study participants accessed writing feedback to a similar extent, achieved equal gains in writing quality, focused on consistent dimensions of writing when revising and endorsed the AWE system to similar degrees, regardless of their language status.


“As AI-based feedback applications become increasingly prevalent, it’s critical that researchers examine the consequences of implementing those tools in authentic educational settings, with a particular focus on equity,” said Wilson. 


Wilson’s study focuses on MI Write, an AWE system designed to improve the teaching and learning of writing by providing students with automated feedback and writing scores.


To investigate interaction with the AWE software, Wilson and his co-authors looked at three dimensions of engagement: behavioral, or the actions students take in response to feedback; cognitive, or the thinking and revision strategies that students use in response to feedback; and affective, or how students feel about and perceive feedback.


Across all three dimensions, Wilson and his co-authors found similar levels of engagement across all students. They also found that the overall improvements in student writing over the course of the school year was not related to language status.


But, even in light of these positive findings, Wilson emphasizes that it’s important to view AWE as a teaching tool rather than as a replacement for classroom teaching.


For more on Wilson's research or to speak to him about AI in the classroom, click on his profile and reach out to him. 

Connect with:
Joshua Wilson

Joshua Wilson

Associate Professor, Education

Prof. Wilson's research focuses on ways that technology and artificial intelligence can improve the teaching and learning of writing.

Writing InstructionWriting AssessmentAutomated ScoringAutomated FeedbackArtificial Intelligence in Education

You might also like...

Check out some other posts from University of Delaware

2 min

UD physicists track one of the most powerful solar flares in nearly two decades

A massive solar flare – possibly the strongest recorded in nearly 20 years – has unleashed a wave of charged particles toward Earth, sparking radio blackouts across parts of Africa and Europe and triggering measurable increases in radiation levels worldwide. At the University of Delaware, physicists Pierre-Simon Mangeard and John Clem are closely monitoring the event through UD’s neutron monitor network, a global system that tracks cosmic radiation from observatories in Newark, Greenland, Canada, Antarctica and Hawaii. “This is a significant event, still in progress,” said Mangeard. The physicists are seeing a roughly 65% increase in ground-level radiation, which is possibly the largest since 2006.  These elevated readings are known as a Ground Level Enhancement (GLE) – a rare occurrence caused by high-energy particles accelerated by solar flares that penetrate Earth’s magnetic field and reach the surface. The data being collected now will help researchers better understand how such bursts of solar activity impact Earth’s atmosphere, communications systems and even aviation safety. Clem and Mangeard’s work at UD’s Bartol Research Institute and Department of Physics and Astronomy contributes to global efforts to monitor and predict space weather events, including solar storms and coronal mass ejections. The team’s continuous, real-time data help scientists worldwide assess potential disruptions to satellites, power grids and high-altitude flights. As analysis of this flare continues, UD’s neutron monitor network will remain a key resource for understanding how space weather events ripple through our planet’s systems. Experts available for interviews: Pierre-Simon Mangeard, research rssociate, Department of Physics and Astronomy John Clem, associate professor, Department of Physics and Astronomy To contact Mangeard or Clem, email mediarelations@udel.edu.

2 min

Acing AI interviews: Career expert on strategies for job seekers

AI-recorded interviews are becoming a standard step in the hiring process, but many job seekers still aren’t sure how to handle them. University of Delaware career expert Jill Gugino Panté says candidates should treat these algorithm-driven interviews with the same seriousness as traditional ones and details how this can be done. Panté, director of UD’s Lerner College Career Services Center, can discuss what today’s AI interview platforms really measure – from confidence and tone to eye contact and facial expressions –  and how job seekers can stand out. She can also explain what recruiters are looking for in the AI-generated summaries that often determine who moves to the next round. Panté’s expert tips include: • Check equipment to make sure everything is working and the software is updated; turn off all notifications to avoid distractions and set up the space with good lighting, a neutral background. • Smile and maintain your energy, as some AI software will assess your tone and engagement. • Prepare as you would for any other interview - review the job description, research the organization, use the STAR method (Situation, Task, Action, Result) when providing examples. • Be sure to look at the camera and not the screen. It might feel awkward but that’s technically where the "eye contact" will be. • Some platforms will allow you to review your recording before submitting. Use this opportunity to take notes about your body language, pacing and clarity. To contact Panté directly and arrange an interview, visit her profile and click on the connect button. Interested journalists can also send an email to MediaRelations@udel.edu.

3 min

From classrooms to communities: Rethinking civic engagement in K–12 education

When national headlines focus on school board battles and political polarization, James Bridgeforth, assistant professor of educational leadership at the University of Delaware, is focused on what’s possible instead: building a more inclusive, participatory model of democracy through public education. His research in UD's College of Education and Human Development explores how community voice, equity and local leadership intersect to shape education policy – and how school boards can serve as vital engines for rebuilding public trust in government. "Despite the often sensationalized stories of chaotic school board meetings and the influence of more national "culture war" issues, I still believe that it's possible for people from different backgrounds, experiences, and points of view to come together to figure out how to best serve the needs of all of our children." – Bridgeforth Bridgeforth’s work centers on education governance, policy and leadership, with particular attention to how racism and anti-Blackness manifest in schools and policymaking spaces. His scholarship highlights the importance of inclusive decision-making, arguing that effective education policy must be representative of the diverse communities it serves. He recently published the report "Navigating Democracy in Divided Times" with co-authors on this topic. As part of his work with the Getting Down to Facts III project at Stanford University, Bridgeforth collaborates with researchers studying how to improve California’s TK–12 system and inform the next governor’s education policy agenda. His work documents the complex realities faced by local school board members – often minimally paid community leaders navigating contentious public discourse, social media pressure and limited resources. He notes that this research can be applied to school boards around the country.  The next frontier: Youth civic engagement Over the next several years, Bridgeforth aims to deepen understanding of how schools can nurture young people’s civic skills and leadership capacity through participation in governance. One proposed project – "Strengthening Opportunities for Youth Civic Engagement and Student Voice in Educational Governance" – uses participatory action research to explore how student board member policies and engagement practices foster civic agency and democratic mindsets. This collaborative work brings together youth-led community organizations and education researchers to study how these experiences shape long-term civic behavior – from voting to public service. Why it matters Bridgeforth’s research arrives at a pivotal time for American democracy. As trust in public institutions erodes, local school boards remain one of the spaces where citizens can directly shape policy. His work points to a hopeful truth: democracy’s renewal may begin in classrooms, communities and the local school board meetings shaping them. For journalists covering education, race or civic engagement, Bridgeforth offers data-driven insight, lived experience and policy expertise – helping make sense of one of the most pressing questions of our time: How can we build systems that truly serve all students and communities? This work collectively demonstrates a number of promising opportunities to foster more inclusive, community-connected forms of governance, particularly in a time of eroding trust in government institutions." – Bridgeforth ABOUT JAMES BRIDGEFORTH Assistant Professor, College of Education and Human Development James Bridgeforth is an educator, researcher and policy advocate whose work focuses on community voice in education policy and the politics of educational leadership. His scholarship has appeared in top journals including Journal of School Leadership, Education Policy Analysis Archives, Educational Evaluation and Policy Analysis and Educational Administration Quarterly, and he has contributed to Education Week and The Washington Post. A recipient of the National Academy of Education/Spencer Foundation Dissertation Fellowship, Bridgeforth holds a Ph.D. in Urban Education Policy from the University of Southern California, an M.Ed. in Educational Administration and Policy from the University of Georgia, and a B.A. in Political Science and Sociology from Georgia College & State University. Expert available for: Interviews on K–12 school governance, education policy and democracy Commentary on community voice and equity in education decision-making Analysis of youth civic engagement and participatory leadership To contact Bridgeforth, email mediarelations@udel.edu.

View all posts
Powered by