A Study Of Feedback Teaching In High School English Based On Automated Scoring System Writing

Due to the rapid development of science and information technology, computer is used in the high school English teaching more and more widely. People develop the automatic scoring systems to deal with English writing evaluation. It is used to evaluate and provide feedback automatically for students in the high school English writing. Automatic evaluation and feedback is convenient, quick and detailed as well as targeted, so it will be a general direction of researching high school English writing feedback in the future. In the automatic scoring systems, Jukuu is more commonly and widely accepted by the public. Therefore, this article will research and discuss on putting Jukuu into high school English writing feedback.Specifically, the research of this paper answers the follow ing questions:(1) Can the automatic scoring system effectively improve high school students’ English writing ability? Which is better, the traditional teacher’s feedback or the feedback of combining the automatic scoring system with teacher?(2) What effects will the automatic scoring system produce to high school students?(3) Which one do students prefer, the traditional teacher’s feedback or the feedback of combining the automatic scoring system with teacher? Through the research methods of pre-test and post-test, pre-questionnaire and post-questionnaire, and interview, this paper analyzes the effects and changes of combining the automatic feedback with the teacher’s feedback on students’ writing. In the process of the experiment, the author choose second grade in high school as the experimental object.From the research, it can be seen that the automatic scoring system can improve the English grades of students effectively. Besides, the system can improve students’ abilities on vocabulary, grammar and de tailed problems, and it also can strengthen students’ motivation. However, the system is weak in the feedback of structure and content, so the teacher’s feedback is indispensable. Furthermore, students prefer the combined feedback. And they hope to get efficient and detailed feedback after their writing. Therefore, some advice is able to be put forward from the research finding. English teachers can hand the feedback of vocabulary, grammar and detailed problems over to the automatic scoring system, so that they enable to have more energy to handle the feedback of structure and content. In this way, the teaching model of resource complementary can be built, which maximizes the benefits on English writing feedback.