本文旨在探讨写作自动评价系统应用于教学的有效模式，为今后相关的教学和科研实践提供行动指南。基于先前研究成果，作者提出基于自动评价系统的自主写作、多维反馈以及修改于一体的系统的先导模式，并应用于为期两学期的教学实验中，探讨其在实际教学中的有效性。研究采取量化和质性研究相结合的方法，通过准实验、教师日志和访谈，多角度探究模式在教学中的运用效果。

The study was designed with the aim of exploring the most effective means of integrating an automated writing assessment tool in the EFL classroom. In the light of the previous research, the author proposed a model of integrating online autonomous writing with multiple feedback and revisions. Quasi-experimental research featuring the use of the hypothesized model was conducted with three experimental groups within one academic year. In addition, research data from teacher journals and interviews were also collated to evaluate the efficacy of the model. Research results indicated positive gains in students’ writing along with changes in the teaching of writing from attention to language errors to content and its expression and from concerns about writing product to writing pedagogy and writing process. Changes in teacher and student roles were also observed with students becoming more autonomous in the writing process, and teachers being a guide and a facilitator. The paper concluded with a revised model for integrating the automated writing assessment tool into teaching.