Document Type



Master of Science (MS)


Foreign Language Education

First Advisor's Name

Eric Dwyer

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Kyle Perkins

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Maria Lovett

Third Advisor's Committee Title

Committee Member


literacy, writing, education, Haitian, Haiti, high school, automated essay scoring, self-efficacy, computers, technology, feedback, teaching, English education, students

Date of Defense



This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.

After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.




This thesis was written during my time as a full time high school teacher in Miami, Florida. It is my hope that more teachers in the U.S. will become involved in research projects in some capacity.



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