本文選題：教師反饋 + 計(jì)算機(jī)反饋　； 參考：《長安大學(xué)》2017年碩士論文

【摘要】：寫作作為語言輸出的一種重要方式,在英語學(xué)習(xí)中起到很重要的作用。因此,許多專家學(xué)者都致力于提高學(xué)生英語寫作水平的研究。近年來,隨著自動在線作文評閱系統(tǒng)的出現(xiàn),計(jì)算機(jī)反饋的研究也逐漸成為焦點(diǎn)。在關(guān)于寫作反饋的研究中,多數(shù)研究集中在研究某一種反饋方式(教師反饋,同伴反饋,計(jì)算機(jī)反饋)的有效性,對比研究也僅限于教師反饋和同伴反饋的有效性。然而,關(guān)于對比教師反饋和計(jì)算機(jī)反饋有效性的研究尚少且研究對象為英語專業(yè)大學(xué)生。因此,本研究旨在對比教師反饋和計(jì)算機(jī)反饋對非英語專業(yè)大學(xué)生英語寫作水平的影響,具體操作從以下四個維度來考量:英語寫作流利度,準(zhǔn)確度,復(fù)雜度和寫作整體質(zhì)量。本研究依據(jù)學(xué)生的英語水平和英語寫作水平,選出了長安大學(xué)兩個班56名非英語專業(yè)大一學(xué)生作為研究對象。這兩個班被隨機(jī)分為實(shí)驗(yàn)組和對照組。在為期12周的實(shí)驗(yàn)中,兩組學(xué)生都被要求寫6篇作文,兩周一篇,對照組學(xué)生的作文接受教師反饋,實(shí)驗(yàn)組學(xué)生作文接受句酷批改網(wǎng)提供的計(jì)算機(jī)反饋。最后,兩組學(xué)生都參加實(shí)驗(yàn)的后測。前后測學(xué)生的作文分?jǐn)?shù)都被記錄留作分析。56名學(xué)生前后測的作文文本被收集起來,依據(jù)Polio對T單位等概念的操作定義分別計(jì)算出寫作流利度,準(zhǔn)確度和復(fù)雜度。經(jīng)統(tǒng)計(jì)分析,本研究得出以下發(fā)現(xiàn):第一,教師反饋和計(jì)算機(jī)反饋都能提高非英語專業(yè)大學(xué)生英語寫作流利度、準(zhǔn)確度、復(fù)雜度和寫作整體質(zhì)量。第二,教師反饋在提高非英語專業(yè)大學(xué)生英語寫作流利度和準(zhǔn)確度方面,效果更好。第三,計(jì)算機(jī)反饋對非英語專業(yè)大學(xué)生英語寫作復(fù)雜度和整體質(zhì)量有大幅提高。從本研究的發(fā)現(xiàn)可以得出啟示:教師在寫作教學(xué)中,可以將教師反饋和計(jì)算機(jī)反饋相結(jié)合,教師反饋提高學(xué)生的英語寫作流利度和準(zhǔn)確度,計(jì)算機(jī)反饋提高學(xué)生的寫作復(fù)雜度和整體質(zhì)量�？紤]到本研究的一些不足,本文為以后的研究也提出了幾點(diǎn)建議。
[Abstract]:As an important way of language output, writing plays an important role in English learning. Therefore, many experts and scholars are devoted to improving students' English writing level. In recent years, with the appearance of automatic online composition review system, the research of computer feedback has gradually become the focus. In the study of writing feedback, most of the studies focus on the effectiveness of one kind of feedback (teacher feedback, peer feedback, computer feedback), and the comparative study is limited to the effectiveness of teacher feedback and peer feedback. However, there are few studies on the effectiveness of teacher feedback and computer feedback, and the subjects are English majors. Therefore, the purpose of this study is to compare the effects of teacher feedback and computer feedback on the English writing proficiency of non-English major college students, taking into account the following four dimensions: English writing fluency, accuracy, complexity and overall writing quality. According to the students' English proficiency and English writing level, 56 non-English major freshmen in two classes of Changan University were selected as the subjects. The two classes were randomly divided into experimental group and control group. In the 12-week experiment, the two groups were asked to write 6 compositions and once a week. The students in the control group received teacher feedback, while the students in the experimental group received computer feedback from the sentence cool correction network. Finally, both groups took part in the post-test. The composition scores of pre-and post-test students were recorded for analysis. The composition texts of 56 students were collected and the fluency, accuracy and complexity of writing were calculated according to Polio's operational definition of T-unit and other concepts. Through statistical analysis, the following conclusions are drawn: first, both teacher feedback and computer feedback can improve the English writing fluency, accuracy, complexity and overall writing quality of non-English majors. Second, teacher feedback is more effective in improving English writing fluency and accuracy of non-English majors. Third, computer feedback greatly improves the English writing complexity and overall quality of non-English majors. From the findings of this study, it can be concluded that teachers can combine teacher feedback with computer feedback in writing teaching, and teacher feedback can improve students' English writing fluency and accuracy. Computer feedback improves students' writing complexity and overall quality. In view of the shortcomings of this study, this paper also puts forward some suggestions for future research.
【學(xué)位授予單位】：長安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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