智能作文反馈能提升中学写作教学效果吗?

Could Intelligent Essay Feedback Improve the Effect of Writing Teaching in Middle School?

中文智能作文评价系统的发展有望变革传统写作教学的实践和研究,其融入日常写作教学的方式及融入后的教学效果是语文老师和写作教学研究者们高度关注的议题。本研究以B校参加写作拓展课的28名中学生为样本,采取单组前后测的方法开展为期十周的准实验研究,从多个维度验证融入智能作文反馈的议论文写作教学效果。学生接受议论文写作指导后参加三次写作活动,每次需要首先将完成的初稿进行智能批改,之后根据智能反馈内容修改作文。研究重点分析学生写作修改特点和作文质量提升状况,同时探究学生写作动机与写作修改信念的发展情况,并调查学生对智能作文反馈的体验和感受。研究发现:第一,学生最常用的修改方式是增加和替换,其次是删除和调序;低阶修改占比高于高阶修改;学生非常注重自主修改,其修改成功率低于回应反馈的修改成功率;第二,学生作文成绩提升显著,文章长度大幅增加,学生在论据、阐释和结论等文体要素的使用上取得显著进步;第三,学生写作动机在毅力和激情维度提升显著,写作修改信念在低阶和高阶维度都显著提高;第四,大部分学生认为智能作文反馈能促进写作实践,反馈质量是影响学生使用体验的关键因素。由此可知,智能作文反馈能有效支持学生写作修改过程,提升作文修改质量。持续探索智能作文反馈与教师反馈、同伴反馈、课程结构的多元整合路径将有益于人机协同写作教学实践的推广。

The development of Chinese Intelligent Essay Evaluation System is expected to change the practice and research of traditional writing teaching. However, the way of its integration into daily writing teaching and its teaching effect are highly concerned by Chinese teachers and writing teaching researchers. This study took 28 middle school students who participated in the writing extension course in B school as samples, and carried out a 10-week quasi-experimental study with the method of pre-and post-test in a single group, to verify the effect of integrating Intelligent Essay Feedback into writing teaching in middle school from multiple dimensions. Students took part in three writing activities after receiving argumentative writing guidance. Each time, they needed to conduct intelligent evaluation of the first draft and then revised the essay according to the intelligent feedback. The research focuses on analyzing the characteristics of writing revision and the improvement of writing quality, exploring the development of students’ writing motivation and revision belief, and investigating students’ perception of Intelligent Essay Feedback.The findings are as follows. Firstly, the most commonly used revision behaviors of students were adding and replacing, followed by deleting and rearrange;the ratio of lower order revision was higher than that of higher order revision;students attached great importance to self-directed revision, the success rate of which was lower than that based on intelligent feedback. Secondly, students ’ writing performance improved significantly, the length of essays increased significantly, and students made significant progress in the use of stylistic elements such as arguments, explanations and conclusions. Thirdly, students’ writing motivation significantly improved in the dimensions of persistence and passion, and their writing revision belief significantly improved in the lower and higher order dimensions.Fourthly, most students believe that Intelligent Essay Feedback can promote writing practice, and the quality of feedback is the key factor affecting students’ perception. Therefore, Intelligent Essay Feedback can effectively support students’ writing revision process and improve the quality of writing revision. The continuous exploration of multiple integration paths of Intelligent Essay Feedback, teacher feedback, peer feedback and curriculum structure would be beneficial to the promotion of human-computer collaborative writing teaching practice.