| In the 1970s,with the emergence of the process approach,feedback was proposed as an important concept of foreign language writing.As the core of the process approach to writing,feedback has been the focus of research on foreign language teaching.With the development of information technology and the deeper research on foreign language writing teaching,the form of feedback has changed from the traditional summative assessment to the formative assessment of process approach.At the same time,an inevitable problem is that the traditional teacher feedback can not meet the demands of the process approach because of some drawbacks of teacher feedback.As technology advances,a new type of feedback the Automated Essay Scoring(AES)feedback has come into being.As an assessment and scoring tool,the Automated Essay Scoring system has been extensively applied to language teaching and large-scale tests in some foreign countries.Compared with foreign researches in this field,the research on the Automated Essay Scoring system in China is still in the primary stage.Although there are a large number of studies abroad which have a lot of evidence to support the reliability and validity of the AES system,the target users of the AES system in the foreign research are mother tongue users or first language users.Furthermore,studies at home mainly researched on college students or vocational college students and most of the studies just made a contrast between teacher feedback and the AES feedback.The purpose of this study is to prove that the combination of AES system feedback from Juku Correcting Network and the teacher feedback has different effects on improving English writing of high school students at different English writing levels.The present study mainly focuses on the two research questions:First,what's the effect of combining the AES feedback with teacher feedback?Second,which kind of students benefits more when receiving the AES feedback and the teacher feedback,students with high writing ability or those with low writing ability?In order to solve these questions,99 students from two classes(the 11th grade)in Shenzhen Longcheng High School participated in this study,and the writing ability of class 2 is significantly higher than class 7.During the whole research period,students in class 2 and class 7 wrote an English composition once a week.The study includes two periods:Before the mid-term exam of the second semester of 11th grade,two classes accepted teacher feedback only,while after the exam,both of these two classes accepted feedback from teacher and Juku Correcting Network.The writing teaching method in the first period specifically refers to the teacher corrects and explains compositions,while the second part refers to the Juku Correcting Network corrects compositions and the teacher explains compositions.After one semester,based on the composition scores of three examinations(the final exam of the first semester of 11th grade,the mid-term exam of the second semester of 11th grade and the final exam of the second semester of 11th grade),it is concluded that there is no significant increase of the two classes before the mid-term exam,while under the combined effect of teacher feedback and the AES feedback,there is no significant difference for class 2,but there is a relatively large progress for class 7.The results indicate that:the traditional teacher feedback has little effect on improving English writing ability,and low-level students benefit more from the combination of teacher feedback and the AES feedback.This study is of practical significance for the research on the AES system,especially for the application of Juku Correcting Network in high school English teaching.Teachers should recognize the advantages and disadvantages of both teacher feedback and the AES feedback in composition correcting.They should make full use of their strengths to make writing assessment more efficient,which will stimulate the students' interest in English writing and improve their writing ability. |
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