探析自动作文评价系统对大学生英语写作能力发展的影响  

Impacts of An Automated Essay Scoring Tool on the Development of Writing Proficiency of Chinese College EFL Learners

作　　者：蒋学清[1] 蔡静[2] 唐锦兰[2] 

机构地区：[1]北京交通大学语言与传播学院,北京100044 [2]北京外国语大学网络教育学院,北京100089

出　　处：《山东外语教学》2011年第6期36-43,共8页Shandong Foreign Language Teaching

基　　金：全国教育科学规划教育部重点课题“基于现代信息技术的形成性评价工具的应用研究”(GFA097005)的资助

摘　　要：整合以计算机和互联网为代表的现代信息技术正成为语言教学现代化的标志和趋势。基于此背景，本文旨在探究在线形成性评价工具对中国大学生英语写作能力发展的影响。本研究使用美国麦格劳一希尔教育测评中，心（CTB／McGraw．Hill）研发的在线英语写作自动评价系统Writing Roadmap 2．0。研究对象为来自北京一所大学非英语专业的二年级学生。研究方法包括问卷调查、访谈和实验前、后英语写作成绩的统计学分析。研究结果发现，通过一学期的教学，实验组和对照组的英语写作水平都有了明显的进步；实验组的进步幅度更大。这说明形成性评价方式和具有自动反馈功能的在线写作工具在发展非母语英语学习者的写作能力方面可以发挥积极的作用。本文并在此基础上为在线形成性评价工具在大学英语写作教学中的应用与研究提出建议。Integration with modem teleconur,unication technologies has become a distinctive feature of EFL teaching in the new century. Making a case study of a group of subjects from a university in Beijing, this research aimed to identi- fy possible impacts of Writing Roadmap 2.0 -an automated essay scoring tool by CTB/McGraw-Hill on the development of writing proficiency of Chinese college EFL learners. The questionnaire surveys, interviews and pre- and post- writing tests were conducted for data collection and the statistical analysis for data interpretation. Obvious improvements were observed by the end of the term in the writing proficiency of the subjects from both the control and experimental group, whilst the latter made more significant progress. The researchers furthermore put forward some suggestions on the better use of such tools in the Chinese college classroom of EFL writing.

关 键 词：大学英语写作教学 自动作文评价系统 形成性评价 写作能力 

分 类 号：H319[语言文字—英语]