作為英語習得過程中的重要部分,寫作一直受到眾多專家和教師的廣泛關注。然而在中學學校中,面對眾多學生英語教師并未有極大的精力投入到學生英語寫作的批改中,因此學生不能及時得到他們英語作文的反饋而他們的英語寫作能力也并未有所提高。然而自動評分系統(tǒng)的出現(xiàn)使這種問題的解決成為了可能。本篇研究試圖探索自動評分系統(tǒng)對高中學生英語寫作學習的作用,以及解決傳統(tǒng)教師寫作反饋中存在的實際問題。作者在本篇中嘗試解決以下三個問題:1.就準確性而言,學生對自動評分系統(tǒng)反饋和教師反饋有何感受?2.自動評分系統(tǒng)對高中生英語寫作方面的自主學習能力有什么影響?3.自動評分系統(tǒng)在多大程度上提高了高中學生的英語寫作能力?本篇實證研究在山西省朔州市某高級中學開展,從2019年9月5日開始,到2019年11月25日結(jié)束,共持續(xù)12周。來自三年級兩個平行班的84名學生被選為研究對象。兩個平行班中一個班作為實驗班,另一個班作為控制班。研究工具包括問卷、前、后測試和訪談。所有收集的數(shù)據(jù)利用SPSS 19.0系統(tǒng),采用定性和定量的分析方法來進行分析。分析結(jié)果表明學生們的寫作自主性由低級提高到中級,并且能提高學生的寫作成績。因此通過使用自... 

【文章來源】：渤海大學遼寧省

【文章頁數(shù)】：91 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of Writing
        1.1.2 The Current Situation of Writing Teaching and Learning in Senior High Schools
        1.1.3 The method to address this issue
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Intelligent Computer Assisted English Writing
        2.1.1 The Emergency of AWE
        2.1.2 AWE in Second Language Writing Teaching
        2.1.3 Advantages of AWE
        2.1.4 Written Feedback
        2.1.5 Writing Accuracy
    2.2 Theoretical Framework of this Thesis
        2.2.1 Input Hypothesis
        2.2.2 Interaction Hypothesis
        2.2.3 Output Hypothesis
    2.3 An overview of autonomous learning
        2.3.1 Definition of autonomous learning
        2.3.2 Features of autonomous learners
        2.3.3 Relationship between AWE system and autonomous learning
    2.4 Previous Studies on the Comparison of AWE Feedback and Teacher Feedback
    2.5 Summary of Chapter Two
Chapter Three Research Methodology and Methods
    3.1 Research Questions
    3.2 Research design
    3.3 Research Participants
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Interview
        3.4.3 Tests
        3.4.4 Instrumentation
    3.5 Research procedures
        3.5.1 Pilot study
        3.5.2 Pre-questionnaire
        3.5.3 Pre-test
        3.5.4 English writing training
        3.5.5 Post-questionnaire
        3.5.6 Post-test
        3.5.7 Interview
    3.6 Writing training
        3.6.1 Sample training for AWE system on writing in EC
        3.6.2 Sample training for traditional method on writing in CC
    3.7 Data collection and analysis
    3.8 Summary of Chapter Three
Chapter Four Results and Discussion
    4.1 Results and discussion of Research Question1
        4.1.1 Data analysis and discussion of the Questionnaire I
        4.1.2 Analysis and discussion of Interview I
    4.2 Results and discussion of Research Question2
        4.2.1 Data analysis and discussion of the result of Questionnaire II
        4.2.2 Analysis and discussion of Interview II
    4.3 Results and discussion of Research Question3
        4.3.1 Analysis of pre-test between EC and CC
        4.3.2 Analysis of post-test between EC and CC
        4.3.3 Analysis of pre-test and post-test in EC
        4.3.4 Analysis of pre-test and post-test in CC
        4.3.5 Analysis and discussion of Interview III
    4.4 Summary of Chapter Four
Chapter Five Conclusion
    5.1 Major findings
        5.1.1 Major findings on Research Question 1
        5.1.2 Major findings on Research Question 2
        5.1.3 Major findings on Research Question 3
    5.2 Pedagogical implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix Ⅰ:Questionnaire for Senior High School students’perceptions towards the improvement of writing in terms of accuracy（Chinese Version）
Appendix Ⅱ:Questionnaire for Senior High School students’perceptions towards the improvement of writing in terms of accuracy（English Version）
Appendix Ⅲ:Questionnaire for Senior High School students’learner autonomy in English writing（Chinese Version）
Appendix Ⅳ:Questionnaire for Senior High School students’learner autonomy in English writing（English Version）
Appendix Ⅴ:Pre-test and Post-test
Appendix Ⅵ:Interview I-III（English and Chinese version）
Appendix Ⅶ:Detailed rules for English scoring in College Entrance Examination
Acknowledgements
The list of the research papers published by author



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