Exploring the College EFL Self-access Writing Mode Based on Automated Feedback

Sumin Wang, Yizhong Xu


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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DOI: https://doi.org/10.11114/ijce.v5i1.5379


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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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