A Comparative Study On Feedback Effect Between Teacher And Automatic Scoring System For Undergraduates In ESL Writing

The setup of teacher feedback in ESL writing was not taking the lead any more the 1980 s later, with the replacement of produce approach. Besides, many other models, like peer feedback and FBN, come into being with the development of educational technology and extensive need of instruction. As the essential part of ESL writing, the studies on feedback were paid more and more attention by the researchers at home and abroad, then both many achievements and arguments appeared. The domestic and foreign scholars have done lots of research work on the influence of different feedback models in ESL writing, including a few related studies around FBN. And the focus of study is mostly on the effect, writing level, influence and score which are limited in broad terms, it is short of more specific study like some feedback model works in which parts for process in English writing, or what kind of effects of it brings students’ attitude in ESL writing, and so on, series of problems are still pending. The existing basement of study is incomplete and controversial, let alone the complex influence factors on feedback effect, it is necessary to evaluate combining with many factors like teaching cost.According to background of Level-based English Teaching, this research was based on the related theories of process-oriented writing, output hypothesis and dynamic evaluation model, and compared effects and changes of teacher feedback with automatic scoring system in English writing through questionnaires and teaching experiments. The author made an assessment on the way of grading and objective mode; observed its accuracy, fluency and complexity on improvement; studied its influence on both sides around the developing clues to compare the differences of effects between two feedback models. The question is as follows:What are the similarities and differences of the two feedback models between Teacher feedback and Automatic Scoring System?The author got the following results through concluding and analyzing the data from series of questionnaires and experiments by software system like SPSS20.0:1)Both teachers and students need to choose most effective strategies according to local condition sand fine design, Teachers mainly focus on grammar and content of students’ composition, but it doesn’t work effectively and accordingly. Meanwhile, automatic scoring system shows the certain benefits on students’ anxiety, high pressure and detail treatment in English writing.2)The students prefer effective and real-time automatic scoring system. They would like to get directive and encouraging commentaries. On the basement of investigation, it is found that both teachers and students would rather agree to numerous revisions for developing English writing skill.3)According to the statistical results of error type and amount, it is obvious for students to get progress in dealing with enable errors handling of English writing and automatic scoring system shows more favorable advantage in this part, by contrast, teacher feedback is better for students to correct the unable errors handling. In addition, automatic scoring system benefits students’ improvement of accuracy and fluency and teacher feedback supports more in improving their writing complexity.Above all, the author brought up some suggestions for feedback in ESL writing:1) Separating the students’ style, trends of feedback, cognitive style and type of error, teachers should refine the simple and general teaching models, they should make the most of the teaching technologies and focus on educational innovation.2) Teachers should reasonably choose the topics of papers and combine the error correction and writing practice. Teachers should pay more attention to humanistic care and foster students to build the positive writing emotion and raise their textual awareness. They should emphasis the feedback skills and give positive feedback to students.This paper also simply states the limitation and further direction of this study to be a stepping stone for improving feedback effect and teaching standard in the future.