Research on the Establishment and Quality Evaluation Methods of Exercise Revision Model in English Teaching and Learning

To address bottlenecks in the revision stage of traditional methods, this study examined the effectiveness of four revision feedback models in English writing instruction, including teacher-student collaborative corrective feedback, automated evaluation feedback systems, metalinguistic corrective feedback, and self-selected corrective feedback models. Through empirical research employing a controlled experiment, data on revision rates, revision effectiveness, and score improvements were collected. Results indicated that automated evaluation and self-selected models were most effective, while the teacher-student collaborative model excelled at promoting engagement. Metalinguistic feedback was unsuitable for low-level learners. And feedback intensity showed a significant positive correlation with score improvement (P < 0.01). This research provides an empirical foundation for feedback in English instruction and advances the innovative application of educational technology.