Application Of Automatic Evaluation System Juku In High School English Writing

Writing is an important part of language skills,and it is one of the teachers' main tasks to improve the students' writing performance.In this process,teachers should pay attention to the influence of feedback to students' writings.However,due to the limitation of time and energy,it is usually difficult for senior high school English teachers to give students timely feedback.Therefore,researchers need to find an effective feedback way to make up for the limitations to improve students' writing performance.With the rapid development of technology,computers are more and more widely used in high school English teaching.Meanwhile,an automatic evaluation system(AES)has been developed.For its convenience,quickness,effectiveness and comprehensiveness,AES will become a major trend in the English writing feedback in senior high school in the future.Thus,this thesis studied the application of Juku in senior high school English writing in order to improve students' English writing performance and to provide a convenient and effective feedback way for teachers.Based on formative evaluation,interaction hypothesis and notice hypothesis theory,this paper tried to explore the influence of Juku on senior high school students' English writing,which mainly answered the following questions:(1)Can automatic evaluation system Juku improve the students' writing performance? If it can,in what aspects does Juku affect the students' English writings,in vocabulary,grammar,technical errors(spelling,punctuation,capital),words number,text structure and contents?(2)What are the students' views and attitudes to automatic evaluation system Juku? In addition,in this study,98 students from two parallel classes in Qinan No.2 Middle School participated in the experiment.One was chosen randomly as the experimental class and the other was the control class.The effectiveness of Juku is tested by comparing the writing scores of the two classes.Before the experiment,a pretest was given to the two classes to find out whether the writing level of the two classes was the same.In the experiment,Juku feedback was adopted in the experimental class,while regular teacher feedback was adopted in the control class.After the experiment,a post-test was given to the two classes again to see if there were any differences between the two classes in writing performance.The results show that Juku can improve students' English writing performance.Moreover,it plays a certain role in improving students' vocabulary,grammar,technical errors(spelling,punctuation and capital),words number and revision times.However,it's not effective enough for the students' text structure and content.Most students expect the two combined feedback way.Thus,based on the results of the study,the author suggests that teachers should give feedback combined with Juku so as to maximize the efficiency of English writing feedback and to improve the students' English writing performance.