基于iWrite平台的应用型高校学生英语写作能力提升效果研究

Research on the Effect of Improving English Writing Ability of Students in Application-Oriented Universities Based on the iWrite Platform

摘要: 针对应用型高校英语写作教学中存在的反馈滞后、学生获得感低等问题，本研究旨在探究基于iWrite英语写作教学与评阅平台的“人机协同”教学模式对学生英语写作能力的影响。研究选取江苏某省属应用型高校两个平行班共124名学生为对象，开展了为期12周的准实验研究。实验组采用“iWrite平台智能反馈 + 教师指导”的教学模式，控制组沿用传统“纸笔写作 + 教师人工批改”模式。研究对两组的前后测写作成绩及词汇、句法等文本客观特征数据进行了对比分析。数据显示，实验组后测总体成绩高于控制组，且组内进步幅度明显；实验组在词汇产出量、学术词汇占比及句法复杂度等关键指标上实现优化；平台即时反馈有助于缓解学生的输出焦虑。研究发现，基于iWrite平台的教学模式能有效弥补传统教学短板，通过“人机协同”显著提升应用型高校学生的英语写作质量与语言复杂性，具有一定的教学推广价值。

Abstract: To address issues such as delayed feedback and a low sense of student achievement in English writing instruction at application-oriented universities, this study aims to explore the impact of a “Human-Computer Collaboration” teaching model, based on the iWrite English writing teaching and evaluation platform, on students’ English writing ability. A 12-week quasi-experiment was conducted involving 124 students from two parallel classes at a provincial application-oriented university in Jiangsu. The experimental group adopted a teaching model combining “iWrite platform intelligent feedback plus teacher guidance,” while the control group followed the traditional “pen-and-paper writing plus teacher manual grading” model. Comparative analyses were performed on the pre-test and post-test writing scores, as well as objective textual features including vocabulary and syntax, for both groups. The data indicated that the experimental group achieved higher overall post-test scores than the control group, with significant within-group improvement. The experimental group demonstrated optimization in key indicators such as vocabulary output, the proportion of academic words, and syntactic complexity. Furthermore, the platform’s instant feedback is conducive to alleviating students’ output anxiety. The findings suggest that the teaching model based on the iWrite platform effectively addresses the deficiencies of traditional instruction. By leveraging “Human-Computer Collaboration”, it significantly enhances the English writing quality and linguistic complexity of students in application-oriented universities, and holds substantial value for pedagogical application.