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XIANG Xinya
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DOI:doi:10.17265/1539-8072/2026.04.007
Leshan Normal University, Leshan, China
Based on sociocultural activity theory, this study conducted a 5-week English writing experiment with 42 Grade 9 students from a Leshan junior high school across five themes to explore the efficacy and implementation paths of a human-computer collaborative writing evaluation model. The study analyzes students’ writing performance under the human-computer collaborative evaluation model and identifies complementary measures between intelligent tools’ surface-level error correction and teachers’ higher-order thinking guidance within human-computer collaborative teaching. Furthermore, based on the theory’s core dimensions—tool mediation, division of labor, and rule regulation—the study establishes a human-computer collaborative evaluation model tailored to junior high school English writing. The findings reveal that the model significantly improves writing teaching efficiency: Intelligent tools serve as mediators by conducting surface‑level language error correction, providing real‑time feedback, and performing diagnostic analysis of learning data, whereas teachers focus on fostering students’ higher‑order writing thinking, discourse logical construction, and affective learning support, and this rational division of labor effectively stimulates students’ writing motivation and autonomous revision ability, thus enabling steady progress in their writing performance. The study provides theoretical and practical references for digital transformation in junior high English writing assessment
sociocultural activity theory, English writing in junior high school, human-computer collaborative evaluation model
XIANG Xinyao. The Application of Human-Computer Collaborative Evaluation Model in Junior High School English Writing. Sino-US English Teaching, July-Aug. 2026, Vol. 23, No. 7-8, 180-187 doi:10.17265/1539-8072/2026.04.007
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