反馈方式对写作修改过程及质量的影响研究

Effects of Feedback Modes on EFL Students' Revision Process and Text Quality

探讨不同反馈方式对大学生英语写作修改的作用,重点对比教师反馈和系统反馈对修改过程和文本质量的影响具有重要价值。通过对教师反馈、自动评分系统反馈、修改记录和访谈的分析,发现基于两种反馈的修改过程在多维度上存在显著差异。其中,教师反馈引发更多的内容修改、整体修改、增加和自我修改;系统反馈导致较多的校订修改、单词及以下的局部修改和替代。对修改后的文本质量,两种反馈均能提高词汇复杂性,而教师反馈对提高语言流利性亦有显著作用。据此,在写作教学中,运用不同的策略将两种反馈方式加以融合,提升文本质量和写作水平。

This paper reports a comparative study of the effects of teacher feedback and AES（Automated Essay Scoring）feedback on revision process and revised product in a university setting,by focusing on revision orientation,revision domain,revision action,revision initiation and the quality of texts.The results indicate that revising processes initiated by two modes of feedback demonstrate striking differences in a multi-dimensional revision taxonomy.Teacher feedback brings more content revisions,large-scale revisions,addition and self-revisions,while AES feedback results in more typographic revisions,small-scale revisions and substitutions.And the effects on text quality are also different,that is,teacher feedback can improve language fluency and both can enhance vocabulary complexity.