An Empirical Study On The Feedback Of Automatic Evaluation System(AES) In Senior High School English Writing Teaching

English writing is not only an important indicator of students’ ability to produce English output,but also a vital component of English teaching reform.In 2014,the Ministry of National Education officially launched a new reform plan for the national College Entrance Examination(CEE).As part of this plan,the English writing section was changed from a single practical writing task to two parts,including an practical writing task and a continuation writing task.Meanwhile,the score of the English composition has been increased from 25 to 40(This reform is expected to be implemented in Heilongjiang Province by 2023).The new CEE Reform Plan increases the proportion of writing,in order to test students’ writing ability.However,the traditional English writing teaching has been too focused on achieving high scores rather than improving writing skills,making it difficult for students to truly develop their writing ability.As an important part of English writing,composition correction and feedback play an important role in improving students’ English writing ability,interest in writing and even the quality of English teaching.Therefore,the correction and feedback of the composition is particularly important.With the proposal of “Attaching importance to the application of modern information technology and enriching the learning resources of English curriculum” in High School English Curriculum Standards(2017 Edition and 2020 Revision Edition),the automatic essay scoring(AES)system as the modern education technology was introduced into the high school English writing class.AES system supported by cloud technology and corpus has become the development direction and trend of writing teaching in the future.Although some experts and scholars have studied the teaching of AES system in English writing teaching,the foreign research is mostly based on mother tongues,while the domestic research is mainly theoretical and mainly focused on college students.Meanwhile,through investigating the current situation of English writing in high school,the author found that teachers face heavy workload in terms of essay assessment and the effect is not satisfactory.And the fact that students are at a crucial stage of improving their writing skills,requiring timely feedback.In view of this,it is crucial to conduct a relatively in-depth exploration and analysis of the feasibility of feedback from AES system based on senior high school English writing teaching.Supported by the Corpus Linguistics,Formative Evaluation Theory and Output Hypothesis,this study developed a feedback method for correcting high school English writing based on Juku,and a total of 98 senior two students of a high school in Yanshou County,Heilongjiang Province were selected as the research subjects and conducted a12-week teaching experiment on them.The experimental class(48 people)and the control class(50 people)were fed back by AES system and the traditional correction method.Taking the compositions submitted by students using Juku as the samples,the author analyzed and compared the results of the test,questionnaire and interview before and after the experiment.By comparing the changes of students’ English writing scores and their attitudes towards the feedback methods of the two classes before and after the experiment,the following two research questions are further discussed:(1)Can the application of automatic scoring system feedback in the teaching of English writing in senior high school improve students’ writing performance?(2)What are the changes of students’ attitudes and opinions towards feedback from the automatic scoring system before and after the experiment?The results show that the feedback mode of AES system based on Juku is conducive to improving the high school English writing ability.After twelve weeks of experiment and data analysis,this study found that the experimental class students’ writing scores increased by 12.82% on average in the post test,and it was concluded that the experimental class students’ writing scores improved significantly after receiving feedback from Juku compared with the first draft.Meanwhile,the data results of the questionnaire and interview show that the students’ attitude to the feedback modification of the Juku changed from negative to supportive after the experiment.The author compared the paired sample T-test between the first draft and the third draft of compositions of students in the experimental class.And the results showed that the revised compositions had significant differences in key indicators such as total score,vocabulary,grammar,and writing norms.However,there were no significant differences in content and discourse structure.Thus it can be seen that although AES system can provide the feedback for students and improve students’ language knowledge such as vocabulary and grammar in a certain degree,the impact on the thought content,structural organization,creativity,and logical consistency of students’ compositions is not obvious enough.This study focuses on the impact and the shortcomings of the feedback of AES system on the teaching of English writing in senior high schools,so as to provide countermeasures and suggestions for further improving the system and promoting the teaching of English writing in senior high schools.The author recommends that students practice diligently and revise repeatedly,teacher should update their educational concepts and adjust their teaching methods,and meanwhile,Information technology personnel should increase input and upgrade the system.Only with the joint efforts of students,teachers,and IT professionals can the full potential of artificial intelligence be harnessed in English language teaching,and jointly promote the improvement of students’ writing level and advance the development of English teaching.