A Study On Feedback In English Writing In Senior High School

Since the reform and opening-up policy was carried out in the1980s, Englishis always playing an important part in communication between China and othercountries. It is also the most widely used foreign language. As one of the four basiclanguage skills(listening, speaking, reading and writing), writing can best presentlearners’ comprehensive language ability, and more and more attention has been givento it. With the applying of new English curriculum standards and new teachingmaterials, there are higher demands for English writing in senior high school.However, even though teachers and students have made great efforts, writing is stillthe part which students feel most difficult and slowly developed. One of the reasonsfor this phenomenon is that the effect of feedback for writing is often neglected.Writing feedback refers to comments or other information that writers receiveconcerning their success on writing tasks, either from the teacher or from other peers.Feedback in writing can help students realize their mistakes and weakness. What’smore, they are able to improve their writing ability in the process of correction andrewriting.Based on the previous researches on second language writing feedback, thepresent study investigated16English teachers and150students in grade two, No.3high school in Yi Bin in the way of questionnaire and interview to explore the present situation of writing feedback and students’ responses and expectations to it.On the basis of the analysis of data collected from questionnaire and interview,the paper had the following findings:(1) Although most teachers and students haverealized the importance of feedback, students at different language levels responddifferently to feedback.(2) The majority of teachers still adopt traditional productwriting in writing teaching instead of process writing.(3). Students generally expectto receive more explicit and pertinent feedback. Finally, the author suggests thatteachers should adopt different feedback based on the real situation of students, andoffer more explicit and pertinent feedback. They are also advised to try to encouragestudents to revise and rewrite and pay more attention to the process of writing thanthe result, so as to enhance students’ writing competence.