Contents Acknowledgments................................................................................................................I Abstract(Chinese)...............................................................................................................II Abstract(English)..............................................................................................................III Chapter One Introduction. (1)
1.1Background of the Study (1)
1.2Significance and Purpose of the Study (3)
1.2.1Theoretical Significance of the Study (3)
1.2.2Practical Significance of the Study (5)
1.2.3Purpose of the Study (5)
1.3Organization of the Thesis (6)
Chapter Two Literature Review (7)
2.1Researches on Writing Self-efficacy at Home and Abroad (7)
2.2Researches on Development of Writing Ability (9)
2.2.1Researches on the Definition of Writing Ability (9)
2.2.2Researches on Relation between Metacognition and Writing Ability (10)
2.2.3Researches on the Trend of Writing Instruction Approaches:From
Product-oriented Approach to Process-oriented Approach (11)
2.3Researches on Automated Writing Scoring Systems (13)
2.3.1Researches on Automated Writing Scoring Systems Abroad (13)
2.3.2Researches on Automated Writing Scoring Systems in China (15)
2.4Brief Introduction of Juku Pigai Automated Writing Scoring System (16)
2.5Summary (17)
Chapter Three Theoretical Background (19)
3.1Constructivism Theory (19)
3.2The Theory of Formative Assessment (20)
3.3The Theory of Self-efficacy (21)
3.4Summary (22)
Chapter Four Research Methodology (23)
4.1Research Questions (23)
4.2Research Subjects (23)
4.3Research Instruments (24)
4.3.1Questionnaire Surveys (24)
4.3.2Analysis of Writing Sample (25)
4.3.3Interviews (25)
4.4Data Collection and Analysis (26)
4.5Summary (27)
Chapter Five Results and Discussion (28)
5.1Impact of Automated Writing Scoring Systems on EFL Learners’Writing
Self-efficacy (28)
5.1.1Change of Students’Writing self-efficacy before and after the
Experiment (28)
5.1.2Comparison of High-level and Low-level Students’Writing
Self-efficacy Change before and after the Experiment (31)
5.2Impact of Automated Writing Scoring Systems on EFL learners’Writing
Ability (32)
5.2.1Comparative Analysis of the Times of Revision in Writing (32)
5.2.2Comparative Analysis of Grammatical Errors in Writing (36)
5.2.3Comparative Analysis of Revision Types of Writing (37)
5.3Results and Discussion of ELF Teachers’and EFL Learners’Perceptions on
Automated English Writing Scoring Systems (40)
5.3.1Teachers’Perceptions on the Automated Writing Scoring System (40)
5.3.2Students’Perceptions on the Automated Writing Scoring System (44)
Chapter Six Conclusions (48)
6.1Major Findings (48)
6.2Limitations and Further Study (49)
References (50)
Appendix (57)
Chapter One Introduction
1.1Background of the Study
In the process of ESL/EFL teaching,writing ability plays an important role in the comprehensive ability of English.Writing is a complicated process of cognition, which must involves‘thinking-writing-revising-rethinking’(Wang Shuwen,2011,pp. 115-16).
During this process,students are always the subject of learning,and one of the key points to improve and effectively correct their self-cognition capability is‘a kind of self-cognition correction originated from response’(Freeman,1985),which is the feedback of their English writing.Therefore,in order to promote the effect of writing practice,the feedback information should be provided for students,and meanwhile students’learning psychology should be analyzed,motivate their learning ambition should be motivated and they should be made to learn how to learn by themselves to make progress on English writing(Zhang,2002,pp.300-02).However,in English teaching,teachers shoulder heavy burden in correcting and scoring students’English compositions,which can not make sure every student get effective feedback;and meanwhile lack of practice on English writing causes slow improvement on students’writing ability.Besides,because of many factors including teaching method,students’independent learning ability is weak in general(Lai,2011).
As the information technology has made great progress,the original feedback in written forms given by teachers or peers has transformed into online feedback,which is the inevitable trend for the combination of modern information technology and ESL teaching(Wang Ying,2007,p.48).In the Requirements of Teaching in English College Courses in2007,‘it stresses that‘we should make full use of multi-media and network technology,transform the single model which focus on teachers’teaching and implement personalized teaching’.Therefore,People need to focus on the effect of computer feedback on the evaluation of English writing and its effectiveness in
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