|Alternative Title||An Investigation of Writing Modification of Online Automatic Feedback--Taking Writings on Pigai as an Example|
|Place of Conferral||兰州|
|Keyword||英语写作 在线自动反馈系统 写作平均成绩 词汇复杂性 词汇多样性|
The use of an online automatic essay scoring(AES)system makes it possible to explore the impact of student self-revision multiple times on writing results. In order to explore the effect of AES feedback, which is a new type of feedback,on the college students' English writing mean scores and lexical complexity. This study uses an online automatic essay scoring system “pigai.org” as the writing and feedback tool, and use of process writing approach, output hypothesis,and noticing theory as the theoretical basis to investigate the effect of online automatic feedback system on students’ writing results.
This investigation mainly answers the following two questions: (1) What is the effect of average times of modification on mean score in college English writing? (2) What is the effect of average times of modification on lexical complexity in college English writing in terms of lexical variation and lexical sophistication? The corpus of the investigation was selected from the fourteen writings of 75 non-English major sophomores in Lanzhou University completed online during the first semester, and together with a questionnaire. The questionnaire was designed to know students’ attitudes towards online automatic feedback systems and their suggestions on English writing teaching. In addition, the investigation divided the subjects into four groups based on the times of writing modification, for it focused on the effect of the average times of modification on college students’ English writing. The average times of modification for the first group is 1.00--4.00; for the second group, the average times of modification is 4.01--7.00 ;the average times of modification is 7.01-10.00 in the third group; the average times of modification in the fourth group is more than 10.01. This investigation analyzes lexical complexity from two aspects of lexical variation and lexical sophistication with the assistance of RANGE 32 which is a piece of software to analyze the index of vocabulary.Meanwhile,this investigation performs correlation and T-test on the data with the help of SPSS17.0 which is a piece of statistical software.Under the support of the above methods,there are several findings as follow:
In terms of the effect of the times of modification on the writing score, the correlation analysis shows that the writing score has been significantly improved after 1.00--4.00 times modification, and that the more modifications, the lower the improvement in average scores; (2) In terms of vocabulary variation, after 14 weeks of writing exercises with the aid of feedback from the automatic essay scoring system, the lexical variation of students’ writing has been significantly improved, and also indicate that students could use more advanced vocabularies. The developmental path is non-linear; (3) With regard to lexical sophistication, it has an increasing trend, developmental path is also non-linear. It shows that students could use more plentiful vocabularies; (4) As far as the questionnaire results are concerned, students are more inclined to combine online feedback with teacher feedback. The results and findings of this survey are of great significance in both theory and teaching. First of all, with the support of Output Hypothesis and Noticing theory, it proves the positive role of process writing approach in English teaching. Also, the investigation has implications for English teaching.Firstly, teachers should guide students in using the feedback provided by AES, not only rigidly adhere to changes in vocabulary, but also should pay attention to the changes in syntax and text structure. Secondly, teachers' feedback should be combined with AES feedback to solve students' difficulties in writing. Thirdly, teachers should try to avoid arranging the same type of composition.Students should be encouraged to write on different writing topics so that their writing can be achieved personalized development.In summary, AES feedback can improve college students' lexical complexity in English writing,but the more modifications do not mean that the score is higher. Therefore, in the process of improving students' writing skill, it is not enough to rely solely on the online feedback system,which is a single feedback model. In daily English teaching, teachers can supplement the defect of online automatic feedback.
|李婷. 在线自动反馈的写作修改调查——以“句酷批改网”的作文文本为例[D]. 兰州. 兰州大学,2018.|
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