摘要：As one of the indispensable public compulsory courses, College English is required to be practical application-oriented and cultivation of students’ application ability-focused. English Writing, which is an essential component of English practical abilities, needs more attentions and explorations by college English teachers and researchers, particularly in applied-type universities. By experimental studies, this paper aimed to contrast the differences of English comprehensive ability and English writing ability under the teaching mode combining iWrite assistance and major orientation and the teaching mode with traditional approaches. It was found through research that by means of iWrite 2.0 students could achieve measurable progress both in professional-oriented English writing skills and English comprehensive abilities. Meanwhile, students’ autonomous learning ability was also significantly promoted. Then, with data collection and analysis, the writer deeply discussed and explored the causes of what had been found in the research. The limitations of the research and the conclusion were also expounded in the final part of this paper.
