摘要
写作自动评价(AWE)系统已广泛应用于英语写作教学,但其在线自动反馈对不同水平学习者英语写作的影响还未引起足够重视。本研究在最近发展区(ZPD)理论指导下,以定量研究为主,从写作整体成绩、写作过程及感知有效性(perceived usefulness)等三个方面研究在线自动反馈对英语不同水平学习者写作的影响。结果显示:(1)低水平组作文整体成绩提高,高水平组没有变化;(2)在线自动反馈影响写作过程,促进多稿多改;(3)低水平组感知有效性得分高于高水平组。访谈结果同时表明不同水平学习者对在线自动反馈是否有效态度不同。在线自动反馈仅对低水平学习者有帮助,而高水平学习者写作并无提高,因而对技术依赖相对较低。
Automated Writing Evaluation(AWE)has been widely used in the teaching of college English writing,but the effect of its online feedback on English writing of learners with different language proficiency has remained largely unexplored.Within the theoretical lens of the zone of proximal development(ZPD),this study mainly adopted a quantitative design to explore the effect of AWE on English writing of college students with different proficiency from three perspectives:holistic writing score,writing process and perceived usefulness.The results showed that(1)low level students witnessed an improvement in their holistic scores,while high level students’scores remained unchanged;(2)online automated feedback facilitated progress and multi revision;(3)low level group scored higher than high level group in perceived usefulness.The interview also showed that attitudes toward online automated feedback varied among students with different language proficiency.The findings indicate that online automated feedback only contributes to the improvement of low proficiency learners’writing;while high proficiency learners shows no progress in writing quality,thus less dependent on technology.
作者
张姗姗
徐锦芬
ZHANG Shanshan;XU Jinfen
出处
《外语与外语教学》
CSSCI
北大核心
2019年第5期30-39,148,共11页
Foreign Languages and Their Teaching
基金
陕西高等教育教学改革研究重点项目“行业特色高校大学英语拓展课程体系改革研究与实践”(项目编号:15BZ22)
中央高校基本科研业务项目“认知风格对二语信息处理的影响”(项目编号:CHDW2011JC038)的研究成果
关键词
最近发展区
在线自动反馈
英语写作
语言水平
zone of proximal development
online automated feedback
English writing
language proficiency
