Abstract
With the rapid development of computer technology and the need of college Eng-lish teaching, the automatic grading of college students' English writing level is an inevitable trend. This is the inevitable result of the combination of computer tech-nology and English teaching. The theoretical basis of this paper is the feedback of English writing and related theories introduced as follows. This paper analyzes the influence of automatic scoring and feedback system on English writing level via testing the variation of student composition’s grammar, structure, length and grade in a teaching experiment. The experimental results indicate that online feed-back is effective in evaluating students' English writing proficiency, which can help students improve their writing proficiency and independent writing ability. The students' attitudes and views towards automatic grading and feedback system were investigated with 118 students in the English experiment class of SUST as the test object. The research results can suggest a guide line in the improvement of college students’ writing competence and evaluation of the effect of automatic scoring feedback system.
Highlights
Entering the era of "global village", people interact with each other in much larger space
Our research results are instructive in popularizing the online automatic scoring and feedback system among English writing teaching in China
The computer English writing feedback has become the future development direction and trend of English feedback, and its combination with English writing teaching will exert a positive effect on college students' English writing and comprehensive English proficiency
Summary
Entering the era of "global village", people interact with each other in much larger space. In addition to the introduction of relevant fundamentals of English writing feedback, we designed a teaching experiment to test the effect of the online automatic scoring and feedback system on college English writing. The teaching test lasts for a whole academic year and divided into three phases to generate statistical data of the compositions’ score, length, grammar and text organization. After analyzing these data, we use a questionnaire to investigate the students’ attitude towards and recognition degree of the system. Our research results are instructive in popularizing the online automatic scoring and feedback system among English writing teaching in China. With a case study, the system is verified positive in improving student’s overall level of English writing
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