A Related Study On Junior English Teacher Feedback And The Quality Of Classroom Interaction

Currently, most experts and scholars at home and abroad have made a morein-depth and comprehensive study on teacher feedback in foreign language teaching,but those researches are mostly scattered and isolated, and rarely linked to the actualEnglish teaching process of junior middle school. In the context of English coursesreform, English teaching activities are bound to be improved. This study tookEnglish classroom of Kuiwen Junior Middle School as a case study. The mainresearch questions are:1. Can the proportion of teacher feedback in one class contribute to theimprovement of the current junior middle school classroom interaction?2. What are the main types of teacher feedback in the process of junior middleschool English classroom interaction?3. The junior middle school English teachers’ and students’ attitudes andpreferences to teacher feedback.4. What are the symptoms of the improvement of junior middle school Englishclassroom interaction quality?During the research, natural observation, questionnaires and interviews wereused as research methods. The Comprehensible Input, Output Hypothesis, AffectiveFilter Hypothesis and Interaction Theory were adopted as the theoretical basis. Theauthor took a four-month detailed observation, audio and video recordings in theclassroom teaching practice, and selected80students randomly from three grades ofKuiwen Junior Middle School to participate in the questionnaire survey. At last, theauthor conducted a semi-structured interview (see Appendix II) with six Englishteachers, two of whom were selected from each grade.The major findings are:1. The percentage of teacher feedback in the total class time is57%, which can improve the quality of classroom interaction.2. From thecase study we can find that the positive feedback and corrective feedback aremainly used in the real classroom interaction.3. Teachers and students do not havea consistent choice in teacher feedback during the process of classroom interaction.When students answer questions correctly, the teacher usually praises them andmakes a comment; if the students’ answers are incorrect, the teacher usually givesthe right answer directly while students hope the teacher can provide someinspiration to help students get a complete answer.4. The improvement ofclassroom interaction quality in junior middle school English class include:enhancement of student motivation, improvement of students’ self-confidence, thestudents participation in class interactive process, the effectiveness of students’answer, and talk-turn increases.The significance of this study is to conduct a comprehensive and systematicobservation and record through the English classroom interaction case study ofKuiwen Junior Middle School and to explore the junior middle teacher feedbackwhich can contribute to the improvement of classroom interaction quality. It canprovide some valuable advice to the teachers’ professional development in thefuture and the ascension of junior middle school English teaching quality. Finally,the author carries out a systematic conclusion, pointing out the limitations of thepresent study due to the limited objective situations, such as limited time.