The Construction and Application of an Automatic Scoring System for English Writing

Abstract

This article utilizes big data technology to design an automatic scoring system for English writing. The research of this thesis specifically answers the following questions: (1) whether the automatic scoring system can effectively improve university student' English writing ability. Which is better to use only traditional teacher feedback or a combination of automatic scoring system and teachers in English teaching feedback? (2) How does the automatic scoring system affect university student? (3) Do students prefer teacher feedback or a combination of automatic scoring system and teacher feedback? Through pre-test and post test, pre-test and post test questionnaires, and interview research methods, the experiment analyzes the impact and changes of writing feedback teaching combined with automatic scoring system and teachers on students' writing learning. In the process of the experiment, two classes of university were selected as the objects of the experiment. The experimental results show that 93% of the students in class A and 92% of the students in class B scored above 90 points at ordinary times. The two data values are similar. The students in both classes have a certain English foundation and the English foundation is similar. More than half of the students can well understand the writing feedback provided by the website. Most of the students held a positive attitude towards the feedback of the automatic scoring system to promote writing revision. The system builds a teaching model with complementary resource advantages to maximize the benefit of feedback teaching in English writing.