Research On The Influence Of AWE System On Students Autonomous Writing Ability In Senior High School

With an important role in English learning,writing can not only reflect effectively students’ mastery of vocabulary and grammar,but also reflects students’ ability in sentence structure,discourse organization and logical argumentation.Due to the overloaded teaching task,delayed correction and students’ indifferent attitude towards modification,through combining Automated Writing Evaluation system and English writing,this research builds a hybrid English writing mode that consists of AWE system evaluation,peer evaluation and teacher evaluation,and investigates the feasibility of AWE system combined with traditional writing teaching.With a focus on writing process instead of writing results,it explores the influences of AWE system on students’ English autonomous writing ability in senior high school.Based on process writing theory,autonomous learning theory and pattern grammar theory,this research takes two parallel classes from grade one in a senior high school from Liaoning Province as the research subjects and adopts three research methods: comparative analysis,questionnaire and interview in order to answer three research questions: 1.Will AWE system improve students’ writing proficiency? 2.Will AWE system improve students’ autonomous writing ability? 3.Will AWE system improve students’ writing motivation?The research results show that: 1.AWE system can improve slightly students’ writing achievements in composition score,vocabulary diversity,vocabulary difficulty,clause density and average sentence length.2.AWE system can improve remarkably students’ English autonomous writing ability in meta-cognitive knowledge,meta-cognitive monitoring and meta-cognitive experience.3.AWE system can improve remarkably students’ writing motivation in self-efficacy,internal motivation and external motivation.