  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.
