A Research On The Feedback Effects Of Juku System On College Students

English writing is a very important ability for college students.It not only meets the learners' needs to communicate with others in daily life and academic world,but also enhances learners' thinking ability.For many years,researchers have been seeking effective ways to develop learners' writing ability.Feedback is regarded as an important type of support offered to learners.Many researches have been conducted in this field.The nature and effect of teacher feedback and peer feedback have been widely discussed.Recently,with the development of technology,automated essay scoring system feedback is gaining increasing attention.Taking a qualitative research method,based on multiple drafts,interview records and questionnaires from three non-English major students,the present case study explores the following three research questions: 1)What are the revisions that students make by using automated essay scoring system feedback? 2)What strategies do they employ when they are using essay scoring system feedback to revise their texts? 3)What are the problems they have in the process of using automated essay scoring system feedback?There are the major findings: 1)changes between students' multiple drafts mainly focus on language form and only a few revisions are related to the content and the structure of the writing.2)Students have high level of reception of the feedback from automated essay scoring system feedback and make their revisions based on the feedback.However,influenced by different learning goals and learning experience,three students have different ways of using feedback: based on the feedback,Student 1 makes revisions through the way of reading more and asking for more feedbacks from teachers and peers.Student 2 will find some model essays,compare his essays with model essays and make some revisions.Student 3 will correct the mistakes pointed by the system.In the revision process,3 students use different learning strategies: Student 1 employs cognitive,meta-cognitive and social-affective strategies,student 2 uses cognitive and metacognitive strategies and Student 3 uses some cognitive strategies.The use of learning strategies can contribute to more and better revisions.3)in the revision process,three students have different difficulties and problems: student 2 doesn't know how to improve her writing quality further;student 2 feels frustrated about having to give up his own opinions;student 3 has little awareness of his writing process and relatively high level of anxiety,and he does not have a clear goal for his English learning.Based on the research findings,three suggestions are provided to help college students use automated essay scoring system feedback more effectively: 1)to set up writing workshop to increase students' gaining of feedback and promote their interaction with each other;2)conduct training to raise students' awareness of using learning strategy;3)provide students with more personalized support when it is necessary.It is sincerely hoped that this study can help researchers and teachers have a better understanding of the students' writing process and help college students use feedback from automated essay scoring system more effectively.