| Teacher feedback is regarded as an approach to improving students’ language learning performance.There are many researches at home and abroad which study the relationship between different feedback in classroom teaching and students’ learning performance.However,besides teacher feedback used in class,feedback on homework also plays an indispensable role in students’ language learning,while there are a few studies in China that focus on effects of homework feedback on students’ learning performance as well as on their English learning motivation.In addition,those studies on feedback and motivation mainly concentrate on students from senior high schools and universities.Based on the research situation described above,this thesis is aimed at exploring the effects of homework feedback on students’ English learning motivation in junior high school as well as providing some suggestions on how teachers offer feedback on homework.This empirical study invites 40 students and 5 teachers as participants.Through questionnaires,an experiment and interviews,this thesis aims to find answers to the following four research questions:1)What kind of feedback on English homework do junior high school teachers usually adopt?2)What kind of feedback on English homework do students prefer to get from their teachers?3)What is the connection between students’ English learning motivation and their preference for homework feedback?4)What are the effects of teachers’ homework feedback on students’ English learning motivation?The findings of this study manifest that teachers teaching English in junior high school still adopt traditional feedback on English homework such as grading and they occasionally provide students with detailed homework feedback while students expect to receive much more homework feedback from their teachers.Furthermore,students’ English learning motivation affects their expectation of types of homework feedback and the form as well as the content of teachers’ homework feedback would influence students’ English learning motivation.According to the major findings,four implications are presented as follows.Firstly,teachers are expected to employ diverse forms of feedback on English homework.Secondly,personalized homework feedback is badly needed.Thirdly,teachers are supposed to provide feedback on English homework as elaborately as possible.Lastly,homework feedback is required to be given timely.This thesis consists of five chapters.Chapter One is a brief introduction to the paper,including the research background,the purpose and significance of the research,and the layout of the thesis.Chapter Two is a literature review about studies on homework,feedback and learning motivation at home and abroad.Moreover,two theoretical foundations are presented that are the Noticing Hypothesis and the Output Hypothesis.Chapter Three introduces the research design of the study including research questions,participants,instruments and the research procedure.Chapter Four presents analysis of questionnaires and interviews and some results and discussions about homework feedback and students’ English learning motivation.Chapter Five is the conclusion which summarizes the major findings and implications of this research.Furthermore,limitations of the research are presented and some suggestions are also provided for the further research. |
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