A Study Of The Feedback Effect In College English Translation Teaching Based On Juku Automatic Evaluation System

English translation skill is an important part of college students' comprehensive English language ability and plays a vital role in college English teaching and learning.Teachers' feedback is usually used in traditional English translation teaching.However,due to the large amount of work,as well as the limited time and energy,it is difficult for teachers to provide timely detailed feedback to each student,and it is also impossible for teachers to understand students' opinions and use of feedback.Therefore,how to improve the effect of English translation feedback is worth a further discussion.With the development of modern information technology,the emergence of the automatic evaluation system with the example of “Juku correction network” provides the possibility to solve this problem.In this study,three parallel classes of sophomore from non-English majors in a university of Fujian Province were selected as the experimental subjects.Based on the interaction theory,the process teaching theory and the self-efficacy theory,with the contrast experiment method and a questionnaire survey,a comparative study is conducted to understand the effect of online automatic feedback,teacher feedback and “online automatic feedback plus teacher feedback” on college English translation performance,which aims to answer the following three questions:(1)Are there any differences among the effects of online automatic feedback,teacher feedback and “online automatic feedback plus teacher feedback” on college English translation performance? If so,what are they?(2)Among the three types of translation feedback,which feedback is the most contributing one to the improvement of college students' translation performance? In what ways does the effectiveness manifest itself?(3)What is the student's acknowledgement of the existing teaching feedback?The experimental result shows that the traditional teacher feedback as well as “online automatic feedback plus teacher feedback” can improve students' translation performance more effectively(the significance between Control Group A and Experimental Group C is 0.432,between Control Group A and Experimental Group B 0.029,between Experimental Group B and Experimental Group C 0.001).Specifically,“online automatic feedback plus teacher feedback” plays such a significant role in helping students reduce “vocabulary use errors” that the accuracy of students' vocabulary was higher(the significance between Control Group A and Experimental Group C is 0.029,between Control Group A and Experimental Group B 0.045,between Experimental Group B and Experimental Group C 0.000).Both “online automatic feedback plus teacher feedback” and teacher feedback have significant teaching effects on helping students improve “serious language errors”,which could effectively improve the accuracy of students' output(the significance between Control Group A and Experimental Group C is 0.208,between Control Group A and Experimental Group B 0.022,between Experimental Group B and Experimental Group C 0.000).However,all the three types of feedback are contributing to helping students reduce “other minor errors”,so that there was no significant difference in teaching impact(the significance between Control Group A and Experimental Group C is 0.980,between Control Group A and Experimental Group B 0.453,between Experimental Group B and Experimental Group C 0.572).The results of the questionnaire suggest that students have the highest acknowledgement of “online automatic feedback plus teacher feedback”(the significance between Experimental Group B and Experimental Group C is 0.046).Based on the above conclusions and relevant theories,the paper puts forward some suggestions on how to improve the effectiveness of college English translation in the end.