| As an essential factor to measure learners' language development,English writing is of paramount importance.Feedback is an indispensable part of EFL writing teaching,and its effects on improving learners' English writing has always been a focus of the SLA research.Through pointing out the problems in writing,effective feedback informs learners of their errors in language use,and thus improves their writing proficiency.There have been researches conducted on teacher feedback at home and abroad.For Automated Essay Scoring feedback,an emerging feedback type,foreign scholars have made some efforts,but domestic researches are relatively few.There have been researches separately on teacher feedback and Automated Essay Scoring feedback,but few studies have compared the two types of feedback.Therefore,this study attempts to make a comparison between teacher feedback and Automated Essay Scoring feedback,exploring their different effects on non-English major EFL students' English writing,and investigate their attitudes towards the two types of feedback.Quantitative research method is adopted,and 32 non-English major EFL students in Inner Mongolia University are selected as research subjects,who are further divided into Group A and Group B.Students' attitudes towards and preference to the two types of feedback are investigated by exposing them to both the two types of feedback in the study.Hence,for the first writing task,Group A receive teacher feedback while Group B receive Automated Essay Scoring feedback.In turn,for the second writing task,Group A receive Automated Essay Scoring feedback while Group B receive teacher feedback.According to the Independent Sample T-test and Paired Sample T-test,the result reveals that:(1)Automated Essay Scoring feedback exerts positive effects on the aspect of vocabulary.Students make significant improvement in lexical richness,academic words and average word length,and the use of high-frequency words issignificantly reduced.(2)Teacher feedback has no significant effects on vocabulary,but significantly improves the use of cohesive words,reduces ill-formed sentences to improve the writing accuracy,and increases the use of clauses to some extent.(3)Students hold positive attitudes towards both two types of feedback,but teacher feedback is more recognized.The feedback mode combining teacher feedback with Automated Essay Scoring feedback is expected.This study helps L2 teachers and learners gain an insight into the different effects of teacher feedback and Automated Essay Scoring feedback on non-English Major EFL students' English writing,provides enlightments on how to give effective feedback in EFL writing teaching,and also enriches the feedback research in EFL writing.In the future,Automated Essay Scoring feedback can be applied as the supplementary means,and the mode combining teacher feedback with Automated Essay Scoring feedback can be constructed to improve learners' writing proficiency. |
PDF Full Text Request