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Chapter I Introduction

1.1 Research background 
Specialists  and  researchers  have  been  seeking  ways  to  develop  students’  writing  ability.  Among  these endeavors, feedback is regarded as an effective one, which has been widely investigated. Especially with the rise of  process-oriented approach  in  the  field  of  teaching of writing,  students are encouraged to  write multiple drafts and instructors are encouraged to provide students with more feedbacks. Various feedbacks have been employed to  respond  to  students’  writing.  According  to  different  origins,  there  are  teacher  feedback,  peer  feedback  and automated essay scoring system feedback. Teacher feedback exists widely in response to students’ writing, but the impact of teacher feedback on students’ writing is still controversial. Teachers also seem to have a love-and-hate attitude towards the behavior of giving feedback. On the one hand, most teachers regard providing feedback as a crucial  component  of  their  teaching  tasks:  they  believe  that  as  instructors,  they  have  the  responsibility  to  give students  feedback  about  their  writing.  On  the  other  hand,  delivering  feedback  is  an  extremely  labor-consuming and  time-consuming  task.  Faced  with  many  students,  teachers  sometimes  find  it  hard  to  give  high-quality feedback to every student in time. Therefore, giving feedback sometimes becomes a burden for teachers. Different from teacher feedback, peer feedback allows students to get more feedbacks from their classmates. However, the effect of peer feedback can be influenced by many factors and it is not always as effective as we have imagined. With the development of technology, automated essay scoring systems begin to rise and are widely used all over the world. For English-native-speaker-learners there are PEG, LSA and E-RATER. And in China, Juku is one of the most widely used systems. The characteristics and impact of feedback from PEG, LSA and E-Rater have been deeply  investigated.  And  the  validity  of  Juku  system  has  also  been  testified  and  its  positive  impact  on  Chinese students’  writing  has  also  been  proved.  The  study  on  automated  essay  scoring  system  feedback  is  gaining increasing popularity.  
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1.2 Significance of the present study 
Through the literature review, it is found that previous studies mainly focus on the effect of automated essay scoring  system  feedback  on  aspects  of  writing  scores,  motivation  and  self-efficacy,  but  no  study  explores  the process of how Chinese students use automated essay scoring system feedback.  Therefore, in this paper, taking a qualitative case study  method, based on multiple drafts, questionnaire and interview records from three 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。