| English writing is an important part of the four basic skills in senior high school.English learning and writing is one of the weak links in senior high school English teaching at present.The traditional way of teachers’ feedback writing is limited by time and place,which can not meet the needs of students toward personalized,autonomous learning development.With the development of information and intelligence in the traditional classroom teaching reform,automatic evaluation system comes into being,which provides a new idea for the reform and innovation of English writing teaching in senior high school.The author explores the effective application of the automatic evaluation system in English writing teaching,and applies the two forms of teacher feedback and automatic feedback to English writing teaching in senior high schools.This paper discusses whether the combination of the two can change the disadvantages of the automatic writing evaluation system and solve the problems of traditional single teacher evaluation.In view of this research goal,this article attempts to discuss the following three questions:1.What is the current situation of English writing teaching for senior high school?2.What are the advantages of teacher feedback combined with automatic feedback over traditional teacher feedback in writing instruction?3.Can the combination of teacher feedback and automatic feedback improve students’ English writing performance? Does it improve students’ writing ability in the aspects of text structure,text content and language expression?In order to solve this problem,the following research was carried out.The author took a sophomore in a high school in Harbin as the research object and conducted a14-week teaching experiment.At the same time,a questionnaire survey was conducted in the experimental class and the control class to find out the current situation of English writing teaching in senior high school.In the experiment,the experimental class uses the teacher feedback and the automatic feedback to unify the feedback way.The control class uses the traditional single teacher feedback.In order to find out whether the combination of teacher feedback and automatic feedback is effective in improving students’ English writing performance in English writing class.Middle test and post test are conducted.After the experiment,two students were selected from the low,middle and high grades of the experimental class to conduct semi-structured interviews.In order to understand the advantages of teacher’s feedback combined with automatic feedback and traditional single teacher’s feedback in writing teaching,the author also analyzes the three writing texts of the students to find out whether the students’ writing level has been improved in terms of discourse structure,content and language expression.After the experiment,the author analyzed the questionnaire data,text analysis data,test results and interview records collected in the course of the experiment and found:(1)The current high school students’ awareness of English writing revision is not strong.Students lack of confidence and have too much anxiety in writing.The improvement in writing is slow.The effect of teacher’s feedback is not good,and students’ doubts and problems in writing can not be solved positively by teacher’s feedback.(2)Compared with the traditional single teacher feedback,the teacher feedback combined with automatic feedback can obviously enhance students’ self-confidence in writing,alleviate students’ writing anxiety,and improve students’ participation in class.The students’ writing level has been improved.(3)Compared with the general class,the experimental class uses the teacher feedback and the automatic feedback to combine the English writing teaching mode to improve the English writing achievement more.Automatic feedback is a useful supplement to teacher feedback,which can help students to correct errors in text structure,text content and language expression. |
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