摘要
本文基于中国大连某大学大一学生写作现状,参照教育部发布的《大学英语课程要求》对大学生的培养要求,以社会文化理论为支撑,分别对两个实验班的学生进行iWrite英语写作教学与评阅系统的机评反馈和教师反馈,探究这两种反馈对学生的英语写作能力是否有影响。结果显示两种反馈都会帮助学生提高英语写作能力,也证实了未来iWrite这一系统可能会代替教师更高效地对学生的写作文本进行修正反馈。
Based on the English writing status of freshmen in a university in Dalian, China and under the guidance of cultivation requirements published by College English Curriculum Requirements (Trial), this article, supported by sociocultural theory, will conclude whether students’ English writing proficiency has been improved after they received feedback from iWrite English writing and evaluation system and the teacher separately. The results show that both types of feedback will help students improve their English writing proficiency. It also provides evidence to infer that it is possible that iWrite evaluation system will replace teacher’s feedback in the future.
出处
《创新教育研究》
2022年第2期214-223,共10页
Creative Education Studies
