An Empirical Study Of The Influence Of Automatic Evaluation System On The English Writing Of Junior High School

With the rapid development of science and technology,computer-assisted instruction has been increasingly widely used.Due to the timely,detailed,convenient and targeted features of the automatic evaluation system(AES),it can better make up for the limitations of traditional teacher feedback to some extent,and has been favored by the relevant people in the education industry.Based on the English Curriculum Standards for Compulsory Education(2011 edition)and on the theoretical basis of the output hypothesis,the noticing hypothesis and the formative evaluation,this study attempts to explore the effects of the automatic evaluation system on English writing teaching in junior high schools by answering the following questions:(1)Has the automatic evaluation system(AES)affected the English writing ability and interest of junior high school students?(2)How can teachers effectively take the advantages of the automatic evaluation system(AES)to improve students’ English writing ability? In this study,66 students from Class(10)and Class(12)in the second grade of a middle school in Dingxiang County,Shanxi Province were taken as research objects,of which Class(10)was the experimental class and Class(12)was the control class.For the experimental class,AES feedback combined with teachers’ appropriate supplementary feedback was adopted,and the traditional teacher’s feedback was adopted for the control class.The influence of the automatic evaluation system on students’ English writing was dissected by means of questionnaire survey,text analysis and interview.Through experimental research,it is found that:(1)The automatic evaluation system can effectively improve students’ English writing ability and motivate their interest in writing,which is an effective method to improve the writing proficiency and teaching efficiency.(2)Although the automatic composition scoring system can effectively improve students’ English writing achievements and reduce their mechanical errors such as vocabulary,grammar and details,it has a limited influence on the structure and main idea of the text,and a few students are less adaptable to it.Through the research,the following suggestions are put forward for teachers to effectively take the advantages of the AES writing feedback to improve students’ English writing ability:(1)In the process of teaching,teachers can give full play to the feedback advantage of AES in mechanical errors such as vocabulary and grammar,to focus on students’ text structure and composition conception;(2)Students should enhance their writing adaptability;(3)Schools should perfect the information infrastructure and provide convenient conditions for teachers to effectively take the advantages of AES to improve students’ English writing ability.