The objective of this study is to improve automated feedback tools designed for English Language Learners (ELLs) through the utilization of data science techniques encompassing machine learning, natural language processing, and educational data analytics. Automated essay scoring (AES) research has made strides in evaluating written essays, but it often overlooks the specific needs of English Language Learners (ELLs) in language development. This study explores the application of BERT-related techniques to enhance the assessment of ELLs' writing proficiency within AES. To address the specific needs of ELLs, we propose the use of DeBERTa, a state-of-the-art neural language model, for improving automated feedback tools. DeBERTa, pretrained on large text corpora using self-supervised learning, learns universal language representations adaptable to various natural language understanding tasks. The model incorporates several innovative techniques, including adversarial training through Adversarial Weights Perturbation (AWP) and Metric-specific AttentionPooling (6 kinds of AP) for each label in the competition. The primary focus of this research is to investigate the impact of hyperparameters, particularly the adversarial learning rate, on the performance of the model. By fine-tuning the hyperparameter tuning process, including the influence of 6AP and AWP, the resulting models can provide more accurate evaluations of language proficiency and support tailored learning tasks for ELLs. This work has the potential to significantly benefit ELLs by improving their English language proficiency and facilitating their educational journey.

通过数据科学技术（包括机器学习、自然语言处理和教育数据分析），利用自然语言处理的BERT相关技术改进针对英语学习者（ELLs）的自动化反馈工具，以提高ELLs的写作能力评估。

通过对抗权重扰动和特定度量注意力池化增强论文评分