A Study On Automatic Evaluation System And Teacher Feedback In Junior Middle School English Writing Teaching

In English teaching,writing,as one of the most important English skills,is paid more and more attention by teachers and researchers.In order to improve students' English writing level more effectively,more and more scholars apply the automatic writing assessment system to assist the teaching of writing,because it is not enough to improve the writing teaching effect only by teacher feedback information.In the existing literature,there is little research on the application of automatic assessment system and teacher feedback to the teaching of junior middle school English writing.Therefore,this paper attempts to apply the automatic assessment system and teacher feedback to the teaching of writing in junior middle school,in order to explore an effective writing teaching method and help improve the junior middle school students' English writing level.This paper focuses on the improvement of junior middle school students' English writing skills through the combination of automatic assessment system and teacher feedback,based on the theory of Constructive,the theory of multiple feedback and the theory of process writing,combined with the methods of questionnaire investigation,the text analysis,and carries out the automatic assessment system and teacher feedback experiment in a class of eighth grade students in a key middle school.This paper aims to apply the feedback method to English writing teaching in junior high school.Research and answer the following questions:1.What are the problems with junior middle school students' English writing at present?2.What are the advantages of the combination of the automatic assessment system and teacher feedback?3.Does the feedback method,which combines the automatic assessment system with teacher feedback,improve the English writing level of junior middle school students?In the pretest stage,the author conducted a questionnaire survey among 90 junior middle school students and interviewed 4 English teachers.In the process of the experiment,the students' writing was studied by the method of the combination of automatic assessment system and teacher feedback.In the post-test stage,students were divided into three levels according to the difference in the improvement range of their scores before and after the test,and two students from each level were selected for interviews.The results show that :(1)At present,junior middle school students have problems with spelling of words and misuse of sentence tenses in English writing.Teacher feedback is more inclined to give feedback on writing norms and text structure,and the teacher feedback interval is too long and the feedback information is not Comprehensive and other issues.(2)The advantages of combining the automatic assessment system with teacher feedback are embodied in four aspects: lexical syntax,grammar,writing standard and text structure.(3)After analyzing the writing text of students and comparing and analyzing the results of writing It was found that the error rate of students in lexical syntax,grammar,writing norms,etc.was significantly reduced,and the overall writing performance of students was improved.Therefore,the feedback method combined with the automatic assessment system and teacher feedback has greatly improved the English writing level of junior middle school students.At the same time,this study also provides some enlightenment for teachers in the future: in English writing teaching,we should make full use of the automatic assessment system,so that it can be well combined with teacher feedback;Secondly,the automatic assessment system should be improved to provide better teaching feedback,and teachers should choose the automatic assessment system which can effectively improve students' English writing level.Due to the existence of uncontrollable variables and the short study time,there are some limitations in this study,which need to be further improved in the future research.