The Response Of High School Students To Teachers’Feedbacks In Writing

With the development of the world economy and increasing contacts among different countries, as universally used language, English has been regarded as a bridge for communication. For Chinese high school students, writing is considered as a great challenge. Teachers find it urgent to help students out of the dilemma, and finally improve their writing ability.This study was conducted through the combination of quanitive and qualitative approach. The participants attending this study were300high school students who had already mastered English comparatively good and been able to use it. The research questions were as follows:1) What’s the students’attitude toward writing?2) How do students respond to writing feedback?3) Is there any difference(s) between high-achieving and low-achieving students’response to writing feedback?4) If so, what could the difference(s) between high-achieving and low-achieving students’response to writing feedback be? Meanwhile, it suggested some practical recommendations for high school teachers making full use of the feedback techniques to facilitate students to master writing feedback effectively. Questionnaire and in-depth interview were applied in the data collection process.The Pivot Table of Microsoft Excel was used to analyze the statistics got from the questionnaire. The following are the major findings of this study:1) Students think that two factors play a comparably less important role related with teachers’instruction and correction, that is, the modification of the writing assignment according to the teachers’corrective feedback, the instruction level of teachers on writing.2) Students not only admit that they could benefit from the corrective writing feedback but also think it’s worthy of modifying and rewriting rather than take the writing score as the final step of writing.3) Differences do exist between the high-achieving and low-achieving students’response to writing feedback.4) Unlike high-achievers favor the idea that writing feedback is beneficial and are eager to learn from it in case of making the same errors again, some low achievers are highly against it as they think the teachers’feedback is too general and make them discouraged because of the low score. They also demand more feedback on writing errors, suggestions and praise than the high-achievers do.