{"title":"基于自动反馈的大学英语自主写作模式探索","authors":"Sumin Wang, Yizhong Xu","doi":"10.11114/ijce.v5i1.5379","DOIUrl":null,"url":null,"abstract":"The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"473 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Exploring the College EFL Self-access Writing Mode Based on Automated Feedback\",\"authors\":\"Sumin Wang, Yizhong Xu\",\"doi\":\"10.11114/ijce.v5i1.5379\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.\",\"PeriodicalId\":136179,\"journal\":{\"name\":\"International Journal of Contemporary Education\",\"volume\":\"473 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-11-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Contemporary Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11114/ijce.v5i1.5379\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Contemporary Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11114/ijce.v5i1.5379","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring the College EFL Self-access Writing Mode Based on Automated Feedback
The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.
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