自动评分系统对大学生英语写作自我效能感和写作成绩影响的研究

发布时间：2018-01-03 19:35

本文关键词：自动评分系统对大学生英语写作自我效能感和写作成绩影响的研究　出处：《中北大学》2017年硕士论文　论文类型：学位论文

【摘要】：作为一种语言输出形式,写作是评价大学生英语综合水平和应用能力的一个必要因素。在英语教学中,写作已经引起大量的关注,而英语作文的批改是大学英语写作教学中的难题。一方面,因为大学英语课程中没有开设专门的英语写作课,并且班级容量较大,批改任务繁重,这就给大学英语教师在作文反馈方面带来一定的困扰,对反馈的时间和质量也有一定影响。另一方面,调查发现,大学生对写作不感兴趣,写作积极性较差,有的甚至害怕写作并且抵触写作,其写作水平与教学目标的要求相差甚远(王懿,宣安,陈永捷,2006)。因此,找到能够激发学生写作兴趣并提高学生写作成绩的反馈方式非常必要。自动评分系统在国外的应用已经颇具规模,许多学者经研究发现其强大的批改工作强度以及效率更加符合中国大学英语写作教学的实际情况。在前人研究的基础之上,本研究对自动评分系统的效果作进一步探讨,以有效地发挥自动评分系统在英语写作教学中的作用。基于自我效能感理论、形成性评价以及建构主义理论,本文把“句酷批改网”作为自动评分系统的典型,结合定量和定性的研究方法,以太原工业学院网络工程专业的42名大一学生作为研究对象展开英语写作教学实验,为期12周。研究工具主要包括问卷、写作测试和访谈,旨在解决以下研究问题:1)批改网使用后,大学生的英语写作自我效能感是否有提高?如果有,体现在哪些方面?2)批改网使用后,不同水平学生的写作成绩是否有提高?如果有,体现在哪些方面?3)网上自我修改次数与写作自我效能感和写作成绩之间是否相关?本研究对收集到的定量和定性的数据进行分析。定量数据主要来自学期初和学期末的两次问卷调查和两次写作测试,并运用SPSS 17.0软件进行数据处理。定性数据来自半结构性访谈,目的在于进一步了解句酷批改网如何具体影响大学生的写作自我效能感和写作成绩。实验结束后,主要得出以下结论:1)批改网使用后,学生的自我效能感有显著提高,主要体现在写作技能效能感和写作任务效能感两个方面。2)批改网使用后,不同水平学生的写作总成绩均有提高,但是提高的具体方面有所不同。高水平学习者的提高主要体现在篇章结构方面,而低水平学习者的提高主要体现在词汇和句子结构方面。高水平学习者和低水平学习者在写作内容方面均没有显著提高。3)网上自我修改次数与学生的写作自我效能感和写作成绩没有显著的相关关系。通过访谈,学生表示相比修改次数,修改的质量更加重要。根据研究结果,自动评分系统对于大学英语写作教学具有很大的辅助作用,并且对学生的写作自我效能感和写作成绩产生积极影响。此外,本文还对研究过程中的不足之处以及对大学英语写作教学的启示进行阐述,并对未来的研究提出建议。
[Abstract]:As a form of language output, writing is a necessary factor to evaluate college students' English comprehensive level and applied ability. In English teaching, writing has attracted a lot of attention. On the one hand, there is no special English writing course in college English course, and the class capacity is large and the task of correction is heavy. On the other hand, the survey shows that college students are not interested in writing and have less enthusiasm for writing. Some even fear writing and resist writing, and their writing level is far from the requirements of teaching goals (Wang Yi, Xuan'an, Chen Yongjie / 2006). It is necessary to find a feedback method that can stimulate students' interest in writing and improve students' writing achievement. The application of automatic scoring system in foreign countries has already taken shape. Many scholars have found that their strong work intensity and efficiency are more in line with the actual situation of college English writing teaching in China, on the basis of previous studies. This study further explores the effect of the automatic scoring system in English writing teaching, which is based on the theory of self-efficacy, formative evaluation and constructivism. This article regards "sentence cool correction net" as a typical automatic scoring system, combining quantitative and qualitative research methods. A 12-week English writing teaching experiment was conducted with 42 freshmen majoring in network engineering in Taiyuan Institute of Technology. The research tools included questionnaires, writing tests and interviews. The purpose of this study is to solve the problem of "1: 1) whether the college students' self-efficacy in English writing has improved after the use of the Internet? If so, in what ways? 2) has the writing achievement of students at different levels been improved after the use of the marking net? If so, in what ways? 3) is there a correlation between the number of online self-revision and writing self-efficacy and writing achievement? This study analyzes the quantitative and qualitative data collected from two questionnaires and two writing tests at the beginning of the semester and the end of the semester. SPSS 17.0 software was used to process the data. The qualitative data came from semi-structured interviews. The purpose is to further understand how sentence cool correction net specifically affects college students' writing self-efficacy and writing scores. After the experiment, the main conclusions are as follows: 1) after the use of the correction network. Students' self-efficacy has been improved significantly, mainly reflected in writing skills efficacy and writing task efficacy two aspects. 2) after the use of the Internet, students at different levels of the total score of writing have improved. However, the specific aspects of improvement are different. The improvement of high-level learners is mainly reflected in the text structure. However, the improvement of low level learners is mainly reflected in vocabulary and sentence structure, while both high level learners and low level learners have no significant improvement in writing content. There was no significant correlation between the number of online self-revision and students' writing self-efficacy and writing achievement. According to the results of the study, the automatic scoring system plays an important role in the teaching of college English writing. It also has a positive impact on students' writing self-efficacy and writing achievement. In addition, this paper also discusses the deficiencies in the research process and the implications for college English writing teaching. Suggestions for future research are also put forward.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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