Comparative Study Of Automatic Feedback And Teacher Feedback In High School English Writing Teaching

In traditional English writing courses,teacher feedback has always been the traditional way of writing evaluation.In recent years,the online automatic scoring system for writing has been favored by many English teachers,but there are few related researches on computer-based evaluation in writing teaching.The research objects are concentrated in universities.Whether high-school English writing is suitable for network-based computer-based evaluation is still controversial in academic circles.In order to explore a new mode of English writing feedback suitable for high school,this article attempts to apply the automatic scoring system to the teaching of high school English writing.Through the writing teaching experiment,compare(Juku.com)automatic scoring and teacher’s written feedback on the impact of students’ English writing,And through questionnaire surveys and interviews to understand the attitudes and expectations of students and teachers on the two types of feedback.Based on the procedural writing theory and the interactive hypothesis theory,this research divides the students’ writing process into “input-feedback-adjustmentre-input-output” stages.Using quantitative and qualitative research methods,a comparative experiment of 12 writing tasks for 5 months was carried out on two classes of the first grade of the first middle school in Zunyi City,Guizhou Province.The experimental class adopts the feedback method combining Juku.com and the teacher’s correction,and the control class adopts the traditional single teacher feedback method,with three teachers reviewing the composition.Regarding the acceptance of the two feedback methods,the experimental class conducted two questionnaire surveys before and after the experiment.Regarding expectations and suggestions on feedback methods for writing teaching,five randomly selected students were interviewed after the experiment.The results of the study found that the experimental class using human-computer double-assessment was higher than the control class in terms of total composition score,accuracy,text content and structure,and positive evaluation,and it was generally recognized that the human-computer double-assessment was of their composition scores and interest in writing.Improvement.The study also found that the automatic scoring system can correct details such as vocabulary,grammar,and fixed collocations,freeing up more time and energy for teachers to give guidance on pragmatics,text structure,and logic.At the same time,the human-computer feedback method promotes students to use the online system to learn independently.In short,the feedback model of human-computer double evaluation is conducive to benign formative evaluation,thereby improving the writing ability and level of high school students.According to the research results,we suggest that high school teachers try to apply the automatic scoring system to English writing teaching,fully combine the advantages of teacher feedback and automatic scoring system feedback,and construct a human-computer double-assessment writing feedback mode to improve students’ English writing skills in an all-round way.