Research On The Application Of Aes Feedback In The Teaching Of English Writing In Junior High Schools

English writing is an important indicator that reflects students’ comprehensive English ability,and it is also the key content of English teaching in China’s basic education stage.So how to cultivate students’ English writing ability has always been the focus of scholars’ research.Automated Essay Scoring(AES)is to evaluate and score essays through the use of computer technology(Shi,2012).Pigaiwang--As an automatic essay scoring system for English writing based on the Internet,its using language is Chinese,compared with other AES systems using English as its major language,AES is more suitable for domestic English writing teaching.Besides,its sentence-by-sentence comments and many functions may reduce teachers’ teaching pressure and may provide some help for students.Therefore,this thesis studies the application of AES in the teaching of English writing in junior high schools.This study conducted experimental research on two aspects of junior high school students’ English writing learning: the feedback that they were facing on English writing and their attitudes towards writing learning.The research applied AES to English writing teaching in junior high schools based on output hypothesis theory,attention hypothesis theory,and formative evaluation theory,intended to answer the following three questions: 1.How do junior high school students revise their composition based on AES feedback? 2.What impact does AES feedback have on the improvement of the students’ compositions? 3.What influence does AES feedback have on junior high school students’ writing learning attitude? The purpose was to study the students’ revising process and the possible impact of AES have on junior high school students’ composition revising,and to provide a reference for junior high school English writing teaching.Based on the research purpose,an 8-week teaching experiment was conducted in a junior high school with 49 students in the class.The teacher posted three writing tasks on AES.After completing the writing tasks in school as required,the participants went home on weekends to submit their compositions on AES and revised their assignments according to its feedback.Finally,they need to copy the final draft and hand it to the teacher.At the beginning and the ending of the experiment,a questionnaire survey was conducted in the class and 12 students were selected to do the interviews according to their grades and the use of AES.Finally,the researcher used SPSS26.0 to analyze the content of the questionnaires and the data that were recorded on AES.The interviews were also transcribed.The following results were found,firstly,most students were willing to repeatedly revise their compositions according to the feedback from AES.Their major revising behavior was Correction and No correction,and students’ computer proficiency would affect the students’ using experience.Secondly,the writing feedback based on AES had a positive impact on the improvement of students’ composition: The total number of words in the students’ composition had a linear growth trend,and the richness of vocabulary and sentence patterns had been improved to a certain extent,and the low-level errors in the composition were gradually reduced.Due to the limitations of technology,AES failed to point out all language errors.Lastly,the students were more valuing English writing than before,the number of students who were willing to take the initiative to revise and practice English writing gradually increased,and the number of students who did not like writing compositions decreased,and students were more willing to continue to use AES to revise their English compositions.Some enlightenment has been got based on the above research results: first of all,junior high school teachers should try their best to guide students to establish the right concept of error revising on their compositions at the early stage of the experiment.Secondly,junior high school teachers and students should learn to make full use of computer resources,giving full play to the auxiliary role of computers.Thirdly,junior high school teachers should learn to use AES selectively based on different students’ characteristics.Finally,a variety of platforms should be provided for junior high school students to encourage them to learn English writing autonomously.