On Teacher Feedback In Junior Middle School English Writing Instruction

English writing constitutes an important component of English communication ability.Therefore,how to improve the teaching quality in this regard has always been the focus of second language acquisition.With the emergence of process approach and the in-depth study with regard to teaching writing,how to improve the level of students’ English writing through teacher feedback has gradually become a hot topic in teaching of English writing.However,there is no consensus on what kind of feedback is more conducive to improving the level of writing.According to the mode,teacher feedback includes oral and written feedback.But most of researchers both at home and abroad only focus on written feedback and related issues,they frequently ignore the effectiveness of oral feedback,although there are a few empirical studies on oral feedback.The empirical studies on combining these two feedback are even fewer.Therefore,this paper attempts to explore whether the combination of teachers’ written and oral feedback is more effective in improving English writing for junior middle school students through empirical research.This study aims to answer the following questions:1.By comparison with the traditional written feedback,to what degree does the combination of oral and written feedback exert a positive effect on students’ revision and English writing?2.What are students’ attitude towards the combination of oral feedback and written feedback in English writing?3.Does the combination of written and oral feedback take teachers more time and effort in comparison with the traditional teachers’ feedback?The subjects in the experiment were 68 seventh grade students,who were put into experimental class and control class.The students in both classes needed to revise their compositions after receiving the teacher’s feedback.The students in the experimental class received written and oral feedback from the teacher,while those in the control class received only written feedback from the teacher.The experimentlasted two and a half months,which included four writing tasks.Through analyzing the data collected from pre/post-test,questionnaire and interview by using SPSS19.0,conclusions are drawn as follows:1.After the teaching experiment of half a semester,students both in the experimental class and the control class had improved their writing capability with a reduced number of errors.However,students in the experimental class showed more improvement in their writing and showed a higher declining in the number of errors than those in the control class.2.Students had a positive attitude towards the mode of combining written feedback and oral feedback.3.Through analyzing the time of different modes of teachers’ feedback,it was found out that the time of combining simple written and oral feedback was almost the same as that of the traditional written feedback.The results of this study affirm the effectiveness of combining teachers’ written and oral feedback.The study provides some pedagogical implications for teaching of English writing in the future.The paper,at the end,points out the shortcomings of the study and presents the study prospect.