Effects Of Blended Feedback And Teacher Written Feedback On Writing Motivation

Motivation is one of the most important factors affecting foreign language learning,which can promote learners to engage in language learning activities with the purpose of meeting their individual wishes and needs.Feedback is an important part of English writing instruction,which plays an important role in improving students' writing ability and inspiring students' motivation in writing.However,research demonstrates that teachers have to spend much time and energy on it.With the rapid development of educational technology,Juku system has become an effective way to substitute teachers to provide feedback,but Juku system fails to provide comprehensive feedback on students' English compositions.Therefore,this study combines Juku feedback with teacher feedback to form blended feedback,and investigates the effects of blended feedback and teacher written feedback on writing motivation.This study aims to examine the following three questions:(1)What are the effects of blended feedback and teacher written feedback on students' writing motivation?(2)What are the effects of blended feedback and teacher written feedback on students' writing proficiency?(3)How does writing motivation influence writing proficiency?This study is mainly based on experimental research in assistance of questionnaires and interview to answer questions mentioned above.The author randomly selects 67 first-year postgraduates from non-English majors as participants and collects data including students' essays and writing motivation questionnaires in pretest and post-test as well as attitudes questionnaires.All collected data are typed in SPSS 16.0.Moreover,independent samples t-test and the paired samples t-test are run to process the data.The results indicate: 1)Blended feedback and teacher written feedback both can improve students writing motivation,but blended feedback is more conducive to stimulating students' intrinsic and extrinsic writing motivation while teacher written feedback only exerts significant effects on extrinsic writing motivation.2)Blended feedback and teacher written feedback affect students' writing proficiency significantly,and blended feedback exerts greater influences than teacher written feedback.3)Intrinsic writing motivation plays a significant role in improving writing proficiency,but extrinsic writing motivation has no obvious effect on writing proficiency.The results of this study provide some implications for college English writing instruction.The current study consists of six chapters.Chapter One presents a brief introduction of research background,purpose and significance of the study as well as the layout of the paper.Chapter Two is literature review,reviewing the related studies of teacher feedback,automated feedback,and blended feedback abroad and at home.Chapter Three elaborates on theoreticalbasis to support the results of the current study.Chapter Four presents a detailed description of research design,which includes research questions,subjects,instruments,research procedures and data collection as well as data analysis.Chapter Five analyzes research results and makes a discussion on results.Chapter Six concludes research findings,and points out the implications and limitations of the current study.