The Second Writing Process of High School Students Based on Online Automated Feedback System

Abstract：This case study， using think-aloud protocols， retrospective interview， and questionnaires， investigates eight high students' second writing process based on an automated essay evaluation tool- Pigai Network. Within the Activity Theory framework of Vygotsky，it also discusses the factors affecting the students' revision behaviors. The results showed that the students actively respond to the corrective automated feedback given by Pigai Network， and their second writing process follows three stages： analyzing feedback， revising essay， and examining revision results. It further reveals that the effects of the second writing process are attributable to factors including the students' perceptions of Pigai Network， their language proficiency， the goals and nature of revision tasks， he teaching requirements and the learning achievement assessment.

Key words： second writing process， Pigai Network， Activity Theory

I Introduction

1. THE SECOND WRITING PROCESS

“The second writing process” is the students revision process based on the given feedback. In the teaching of writing， traditional feedback gets from teachers and partners. With the development of natural language processing technology， artificial intelligence and corpus technology， Automated Essay Evaluation （AEE） system has been gradually applied to ESL/EFL teaching of writing， providing learners with network-based writing environment， real-time scores and diagnostic feedback. The current research on the AEE system mainly focuses on its working principle ， reliability and validity， effectiveness in improving English writing ability， influence on the teachers and teaching of writing and so on. There has been few dynamic discuss about how learners respond to AEE and apply modification strategies. This study investigates revision behaviors of high school students under the AEE system， discussing factors which influence their second writing process when using AEE system， which aims to provide useful ideas for ESL/EFL writing teaching.

There has been a long time since the study about the first writing process all over the world. Previous findings reveals that there are three stages during self-revision of the first writing process， including problem finding， diagnosing and revising （ Flower，1986） ， which are influenced by cognitive factors like task schema of the revision，language proficiency etc. （Hayes， 1996； Jiehua Huang， Lei Mo，2016）， and also affected by learners individual differences especially by some social factors as learning experience （ Yasuda， 2004）. The second writing process is Most previous findings mainly discuss how the salience of feedback information affects revision behavior and effects from the aspect of feedback elements. To certain degree， these studies focusing on feedback information reflects the complexity of second writing process. However， there are few researches studying on students thinking process and social interaction. Only Lu Lu discussed the second writing process of postgraduates from non-English major based on automated feedback system.endprint

2. AUTOMATED ESSAY EVALUATIO SYSTEM IN L2 WRITING TEACHING.

In recent years， AEE system has been introduced into L2 writing class as a new means of feedback. There are two theory bases in the application of AEE system. One is that the corrective feedback given by the system is based on cognitive psychology， according with perception salience and interaction hypothesis； the other is that AEE system can echo with the basic concepts of L2 writing competence. L2 writing ability is mainly composed of L2 linguistic competence and writing ability. The former means learners command of language skills including spelling， vocabulary， syntax and so on， and the latter includes the sense of readers and styles， and the use of writing techniques （Cumming 1989）. Previous empirical studies show that AEE system can provide personalized feedback to students， help them correct their errors and mistakes； help students improve their English writing ability， stimulate their writing motivation and enhance self-efficacy of their writing ability. But there is also evidence that students acceptance degree of the AEE system and their using effect is affected various factors， such as system technology， physical environment and academic atmosphere， teachers' technological mastery ability and teaching concepts， students correcting purpose and so on. We explore students acceptance degree for the feedback information given by AEE system， what strategies they use during their revising process and what factors influence their revision behavior and effects.

REFERENCES

[1]Cumming A. Writing expertise and second-language proficiency[J]. Language Learning， 1989， 39（ 1） ： 81-141.

[2]Flower L et al.Detection， diagnosis， and the strategies of revision[J]. College Composition and Communication， 1986， 37（ 1） ： 16-55.

[3]Hayes J R.A new framework for understanding cognition and affect in writing[A].In Levy C M & Ransdell S （ eds. ） .The Science of Writing： Theories， Methods，

[4]Yasuda S. Revising strategies in ESL academic writing： A case study of Japanese postgraduate student writers[J]. Journal of Asian Pacific Communication， 2004，14（ 1） ： 91-112.

[5]黃潔華，莫雷.寫作修改的認知過程研究新進展[J].心理學動態， 2001，（ 2） ： 124-128.

作者簡介：白聰萍，1988年9月22日出生，女，漢族，渭南大荔人，現就讀于陜西師范大學外國語學院2016級學科英語專業。主要研究方向：英語教學。endprint