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首页> 外文期刊>Computer assisted language learning >Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school
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Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school

机译：基于网络的即时作文批评系统反馈以及教师对年轻第二语言学习者写作的跟进反馈：在香港中学进行的一项实验研究

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摘要

This article is an effort to add to computer-assisted language learning by extending a study on an essay critiquing system (ECS) feedback to secondary school language learners' writing. The study compared two groups of participants' performance, namely the treatment group which received both the system feedback and teacher feedback (i.e., blended learning mode), and the control group which received teacher feedback only. The study was conducted in a secondary school in Hong Kong in the form of an extra-curricular activity after school. Fifty-three students from the ages of 16 to 17 with different argumentative writing experience participated in a series of five writing workshops once a month voluntarily. The participants were assigned to a treatment and a control group based on the stratification approach. Their scores were compared and an interview with the treatment group was conducted. Analysing the total and content and organisation scores of the two groups, it was found that both groups demonstrated statistical significant gains. Nevertheless, the treatment group's gain appears to be more meaningful than the control group's in view of its group composition. The blended learning mode contributes to the encouraging results as revealed through the treatment group's scores, high rating and positive comments on both system and teacher feedback in the survey and interviews. The analysis also implies the need to improve the system feedback on paragraph coherence, workshop design and grading criteria.
机译：本文旨在通过将对论文批评系统（ECS）反馈的研究扩展到中学语言学习者的写作，来增加计算机辅助语言学习。该研究比较了两组参与者的表现，即接受系统反馈和教师反馈（即混合学习模式）的治疗组和仅接受教师反馈的对照组。该研究是在香港的一所中学以放学后课外活动的形式进行的。年龄在16到17岁之间的53名学生具有不同的论据写作经验，他们每月自愿参加一系列的五个写作研讨会。根据分层方法将参与者分为治疗组和对照组。比较他们的分数并接受治疗组的采访。分析两组的总分，内容和组织得分，发现两组均显示出统计学上的显着提高。尽管如此，鉴于治疗组的组成，治疗组的获益似乎比对照组更有意义。通过治疗组的分数，高分以及在调查和访谈中对系统和老师反馈的积极评价，混合学习模式有助于获得令人鼓舞的结果。分析还暗示需要改进有关段落连贯性，研讨会设计和评分标准的系统反馈。

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