目前，得益于科技的飞速发展，计算机辅助英语写作正在蓬勃发展并迅速普及。《中国教育现代化2035》中提出，应“利用现代技术加快推动人才培养模式改革，实现规模化教育与个性化培养的有机结合”，计算机辅助英语写作符合信息化时代教育变革的需求，如何更好地运用其帮助学生自主进行英语写作学习是一个重要议题。

英语写作自动评价系统是计算机辅助英语写作的一个重要途径。然而笔者通过相关文献阅读发现，以往关于英语写作自动评价系统的研究多是关于其有效性、评分与教师评分是否一致、其使用对用户写作水平的影响及其在课堂教学中的应用的讨论，很少注意到系统的使用主体——学生。因此，本研究围绕着学生使用写作自动评价系统的动机、使用中的决策过程以及修改过程展开研究，探讨学生在运用写作自动评价系统时的主动性。

本研究的研究对象是106名来自中国同一所大学的英语专业学生。本研究通过分析受访者所填写的调查问卷，对写作自动评价系统的使用情况、优缺点、对用户产生的影响以及用户使用过程中的主动性进行了研究。基于问卷得出的数据，选出了五位愿意提供呈现修改过程录屏的受访者继续参与半结构化访谈调查，深入探索使用者的决策过程。

研究结果表明，尽管写作自动评价系统有许多强大的功能，但它仍有一些不足之处需要改进。在使用写作自动评价系统的时候需要用户保持思考和专注，体现了很强的学习自主性。通过使用这种系统可以提高写作者的读者意识和写作自信心，但是若不是用户有意识地针对写作中出现的问题展开学习，很容易会错失良好的学习机会。因此，用户在享受系统带来的便利的同时，也要利用好它的功能展开学习来提高自己的写作水平。

With the rapid advancement of technology, computer-assisted English writing is burgeoning and quickly gaining popularity. “China’s Education Modernization 2035” proposes that we should “leverage modern technology to accelerate the reform of talent cultivation models, achieving an organic combination of scaled education and personalized training.” Computer-assisted English writing aligns with the demands of educational transformation in the information age, and exploring how to effectively utilize it to support students’ autonomy in English writing is a significant topic.

Automated writing evaluation systems are a crucial component of computer-assisted English writing. However, a review of relevant literature reveals that previous research on these systems has primarily focused on their validity, the consistency of their scores with teachers’ scores, their impact on users’ writing proficiency, and their application in classroom instruction, with little attention given to the primary users of the systems – the students. Therefore, this study investigates students’ motivations for using automated writing evaluation systems, their decision-making processes during use, and their revision strategies, exploring the autonomy of students when using these systems.

The participants of this study are 106 English majors from the same university in China. The study analyzes the questionnaires completed by the participants to examine the application situation, strengths, weaknesses, impact, and user autonomy associated with automated writing evaluation systems. Based on the data, five participants who were willing to share their revision process through screen recordings were selected for further semi-structured interviews to delve deeper into their decision-making processes.

The findings indicate that while automated writing evaluation systems have many powerful features, there are still areas for improvement. Using these systems requires users to remain thoughtful and focused, demonstrating a strong sense of autonomy in learning. Such systems can enhance writers’ awareness of the reader and boost their confidence in writing; however, if users do not consciously address the issues identified in their writing, they may miss out on valuable learning opportunities. Therefore, while enjoying the convenience offered by the systems, users should also make the most of their features to improve their writing skills.