STUDY ON THE EFFECTS OF SCAFFOLDING LANGUAGE EFFECT OF IWRITE-AIDED COLLEGE ENGLISH WRITING TEACHING AND EVALUATION SYSTEM 

Abstract

The study drives how the iWrite system, used at a southwest college, actually plays a scaffolding role in college English writing classes. Researchers, by the way, surveyed 356 students across eight classes and—after some back-and-forth—ended up with 339 valid responses over 18 months, which is pretty wild if you think about it. The findings kinda reveals that iWrite sparks a sort of inner drive in students, makes them feel more upbeat about writing, and bumps up their performance—especially in things like vocabulary, grammar, and coherence—even though, well, I'm not 100% sure if all of that holds in every case. Yet, there are hiccups too: many students aren’t really used to online writing and sometimes they don’t get much feedback on content and structure. Now, the system’s evaluation—powered by big data and machine learning—supports self-driven learning, helps build knowledge, and, oddly enough, shifts attitudes, reaching over 87% student satisfaction (which, to be fair, is impressive, though some might disagree). These insights seem to suggest that iWrite could really shake up how university English writing is taught—even if more work is needed to iron out the kinks and see if it fits more widely. All in all, the research throws out some interesting implications for tech-enhanced language learning, arguing for a move toward more inclusive and engagingclassrooms.