A Study Of Teacher Feedback In EFL Writing In High School

Writing is one of the most prominent skills that language learners need to have and plays a virtual role in EFL. Students' attitudes and strategies towards teacher feedback may influence the effectiveness of feedback. Therefore, it is important to investigate learners' attitudes and strategies to teacher feedback in order to make clear whether their expectations are consistent with those of their teachers.Based on the theories of Process Writing Approach, Output Hypothesis, this thesis explores the attitudes of Chinese high school students at different language levels to different types of teacher feedback and the students' perceptions about the usefulness of teacher feedback in EFL writing.The present study examines 84 students in No.1 middle school in Suchow by conducting a questionnaire survey and interviews. Independent samples t-tests are run to examine whether there are significant differences between the students in the two groups. Some main findings are gained through the analysis of the data collected.First, a majority of students regard teacher feedback as an assistance of their writing and they actually exert some strategies to use the teacher feedback. However, there are mismatches between what the teacher gives and what the learners need.Although there are some limitations in the present study, its findings have many implications for the future writing teaching in China. Teachers should take into account students need and individual differences at different proficiency levels, and not only emphasize grammar tremendously when giving feedback. They should focus both on form and content so as to make teacher feedback more appropriate and effective, which will actually help students generate progress and improve their English writing.