科學(xué)技術(shù)的迅速發(fā)展使計(jì)算機(jī)系統(tǒng)逐漸被應(yīng)用到大學(xué)英語寫作教學(xué)中,在此基礎(chǔ)上研發(fā)出的自動(dòng)評分系統(tǒng)對學(xué)生作文進(jìn)行自動(dòng)評價(jià)和反饋,這已經(jīng)成為寫作反饋研究發(fā)展的趨勢和方向。iWrite2.0自動(dòng)評閱系統(tǒng)作為國內(nèi)新興的評分工具,有其獨(dú)特的優(yōu)勢。然而,針對這一系統(tǒng)的教學(xué)研究少之又少,且大部分研究集中于單一的系統(tǒng)評分反饋效果,將其與其它反饋方式如教師反饋結(jié)合起來的效果研究相對較少。本文旨在研究自動(dòng)寫作評價(jià)系統(tǒng)反饋、教師反饋結(jié)合自動(dòng)寫作評價(jià)系統(tǒng)反饋兩種反饋方式對大學(xué)生英語寫作的影響以及學(xué)生和教師對這兩種反饋方式的態(tài)度,并詳細(xì)回答以下三個(gè)研究問題:（1）iWrite2.0評閱系統(tǒng)能否促進(jìn)學(xué)生寫作水平提高?如果可以,在哪些方面有所提高?（2）兩種反饋方式中,哪一種反饋方式更為有效,且更有利于提高大學(xué)生英語寫作能力?（3）學(xué)生和老師對于這兩種不同反饋方式的態(tài)度和看法如何?本實(shí)證研究以江西某大學(xué)兩個(gè)大二班級的84名非英語專業(yè)學(xué)生和1名任課教師為研究對象,研究方法主要采用學(xué)生作文文本分析、問卷調(diào)查以及學(xué)生和教師訪談。通過前測確保兩個(gè)班的初始寫作水平無顯著差異后,將兩個(gè)班隨機(jī)分為自動(dòng)寫作評價(jià)系統(tǒng)反饋班以及教師結(jié)合自... 

【文章來源】：江西師范大學(xué)江西省

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Thesis Organization
Chapter 2 Literature Review
    2.1 Written Feedback
    2.2 Teacher Feedback
        2.2.1 Brief Introduction to Teacher Feedback
        2.2.2 Research on Teacher Feedback Abroad
        2.2.3 Research on Teacher Feedback at Home
    2.3 Automated Writing Evaluation Systems
        2.3.1 Brief Introduction of AWE Systems
        2.3.2 Research on AWE Systems Abroad
        2.3.3 Research on AWE Systems at Home
    2.4 Brief Introduction of iWrite2.0
        2.4.1 Features and Functions of iWrite2.0
        2.4.2 Relevant Research on iWrite2.0
    2.5 Summary
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Methods
        3.3.1 Comparable Analysis Method
        3.3.2 Questionnaire Survey Method
        3.3.3 Interview Method
    3.4 Experimental Instruments
        3.4.1 Writing Assignments
        3.4.2 Questionnaire
        3.4.3 Semi-structured Interview
    3.5 Procedures of the Research
    3.6 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Effects of Two Different Feedback on Students’Writing Proficiency
        4.1.1 Results of Two Classes in Pretest
        4.1.2 Results of Two Classes in Post-test
        4.1.3 Results of Two Classes in Pretest and Post-test
    4.2 Attitude and Perception toward Two Different Feedback
        4.2.1 Results from Questionnaires
        4.2.2 Semi-structured Interviews
    4.3 Discussion
Chapter 5 Conclusion
    5.1 Research Findings
    5.2 Implications of the Research
    5.3 Limitations and Suggestions
        5.3.1 Limitations
        5.3.2 Feasible Suggestions
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況



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