| Writing is a type of language output that not only helps with communication but also serves as an overall measure of students’ language ability(Chen & Gong,2022).In the writing teaching process,feedback is the essential process,which can help students revise their essays and improve their critical thinking and writing skills(Mohsen,2022;Zou et al.,2023).The traditional feedback is in the form of written corrective one.However,in college English writing teaching,many problems have emerged in the process of WCF(written corrective feedback),such as lack of teacherstudent interaction and time and energy-consuming(Sui & Cheng,2019;Yu et al.,2021).Nowadays,with the advent of the 5G era,many innovative types of writing feedback have been applied to college English writing teaching,such as teacher conferencing feedback,Automated Writing Evaluation(AWE)feedback and a combination of the two,in other words,integrated feedback(IF).Based on previous research,it can be concluded that teacher conferencing feedback can enhance teacherstudent interaction and increase students’ motivation to write(Yang,2022).At the same time,AWE feedback is immediate and saves teachers a lot of time and effort(Grimes& Warschauer,2010;Wilson & Roscoe,2020).Integrated feedback,on the other hand,combines the advantages of both,thus improving the efficiency of teacher-student feedback.(Huang & Zhang,2014;Li,2019).However,the effectiveness of these two types of feedback requires further investigation.Therefore,it is of great significance to compare the effect of IF and AWE feedback on university students’ revision in English writing.The current study compares the effects of AWE feedback and IF(teacher conferencing feedback plus AWE feedback)on university students’ revision from the perspectives of error correction,revision behavior,and students’ perceptions in order to determine which of these two new feedback modes is more advantageous for enhancing university students’ revision in English writing.The following three research questions are primarily addressed:1.What are the differences between the effect of IF(AWE feedback +teacher conferencing feedback)and AWE feedback on the types and number of error correction in university students’ English writing?2.What are the differences between the effect of IF and AWE feedback on university students’ revision behavior?3.What are students’ perceptions towards IF and AWE feedback?This study adopted a mixed-method study design which is a combination of qualitative analysis and quantitative analysis.In this study,the program was conducted on the freshmen of non-English majors in a university in central China.40 students were divided into groups with 20 students in each group.One group was the AWE feedback group and the other was the IF group.In the study,the students were required to write three 300-word English essays(2 argumentations and 1 speech transcript).Both groups of students would then be provided with AWE feedback by i Write,an online writing platform.After both groups of students revised their essays according to the AWE feedback,the IF group received three one-on-one teacher conferencing feedback and revised and submitted their essays based on the teacher feedback.Finally,both groups of essays were collected and analyzed for grammatical,content and structure errors.The results can be shown from four aspects.First,as for the effect of IF and AWE feedback on the types of error correction in university students’ writing,in terms of the types of grammar error correction,IF focused more on word choice.Collocation,word form and tense were also concerned.The types of grammar error correction in AWE feedback group were more evenly distributed,focusing mainly on word form(singular and plural nouns,verb-ing forms,etc.),collocations,word choice,subject-verb agreement,spelling and determiner.As for the types of content error correction,IF focused more on topic and less on genre,while AWE feedback could not generate revising guidance on content errors;as for the types of structure error correction,both types of feedback focused on organization and cohesion and had similar proportion.Second,as for the effect of IF and AWE feedback on the number of error correction in students’ revision,in terms of grammar error correction,both IF and AWE feedback could significantly reduce the grammar errors and had significant effect on the number of grammar error correction.In terms of structure errors,IF had significant effect on structure error correction but AWE feedback had no significant effect on it.In terms of the difference between the effect of two types of feedback on the number of error correction,the results showed that there was significant difference between the two types of feedback.IF was more effective than AWE feedback on both grammar and structure error correction.Third,as for the effect of two types of feedback on students’ revision behavior,IF was more effective than AWE feedback in the rate of correctly revised errors,but there was no significant difference between them in the rate of falsely revised errors.As for the rate of unrevised errors,the rate in IF group was significantly lower than the AWE feedback group.Forth,in terms of students’ perceptions towards the effectiveness of IF and AWE feedback,students believed that AWE feedback could solve the problems of word form,determiner,capitalization,and teacher conferencing feedback in IF could solve the problem about content,topic and structure.Additionally,they claimed that they were more willing to receive IF in future English writing.Through the comprehensive analysis of qualitative and quantitative data,this study shows that the IF(teacher conferencing feedback + AWE feedback)can significantly improve the quality of error correction in students’ writing,especially in terms of content and structure errors.The results of this research are useful for teachers in improving the quality of writing instructions and for students in improving their writing quality and developing writing skills.Moreover,this study is significant for future research on college English writing teaching and application of more innovative types of writing feedback. |
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