| English writing is not only one of the four language skills, but also an important part of comprehensive language competence. Unfortunately, there still exist many problems in the English writing teaching. One of them is what kind of teacher feedback we shall choose and how to implement it effectively to help students improve their English writing proficiency. And it needs to be imminently solved so that teachers can help students improve their language accuracy and overall quality of writing by providing them with more effective teacher feedback, including corrective feedback and comments, which is a critical component of writing teaching.However, although many experts at home and abroad have done a large quantity of research on the present situation and effectiveness of teacher’s written feedback in recent 30 years, there is still no certain answer to the effects of different kinds of teacher feedback on promoting the development of senior high school students’ English writing, which also extremely lack empirical studies. Therefore, this paper aimed to compare the effectiveness of the teachers’written feedback with the combination of teachers’ oral feedback and written feedback on improving senior high school students’linguistic accuracy and overall quality of English writing. Besides, it also investigated students’ evaluation of the effects of the teacher feedback and their attitudes towards feedback as well as rewriting so as to put forward some opinions and suggestions to the English writing teaching in senior high schools.This research lasted for 12 weeks, and it took 86 Senior Two students from two science classes, Class 9 and Class 10, of Zhejiang Lishui High School as research objects. And the researcher provided the students of Class 9 (the experiment group) with the combination of teachers’ oral feedback and written feedback while Class 10 (the control group) were given the teachers’written feedback only. Then, the average scores and error rates (a measurement of errors per 100 words) of Class 9’s and Class 10’s Essay 1 and Essay 6 were analyzed and compared by SPSS 19.0. In the process, Independent Samples T-test was utilized to analyze the differences of linguistic accuracy and overall quality of writing between Class 9 and Class 10 in the pre-test and post-test. Moreover, the changes of the two classes’ linguistic accuracy and overall quality from Essay 1 to Essay 6 were both analyzed by employing Paired-sample T-Test. After the experiment, questionnaires and interviews were utilized to collect more information in order to investigate what the students’ attitudes, expectations and reactions concerning English writing and teacher feedback were.The results of the study showed that both the teachers’ written feedback and the combination of teachers’ oral and written feedback were effective on promoting the linguistic accuracy and overall quality of students’ English writing. But it was also found that the combination of teachers’ oral and written feedback was relatively more effective for those students to promote their writing proficiency than the teachers’ written feedback only. Besides, the majority of students of Class 9 and Class 10 held positive attitudes towards English writing and they expected to receive teacher feedback because they thought it could help them improve writing proficiency; and among five kinds of feedback, most students of Class 9 preferred the combination of teachers’ oral and written feedback while the students of Class 10 more liked the teachers’ written feedback than the combined one. At last, the research pointed out some of its limitations on which some suggestions were bought forward so as to provide some implications to the research and teaching of English writing at home. |
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