Effect Of Different Written Feedbacks On Senior High School Students' English Writing

Teacher written feedback has become an important research topic in writing teaching.Writing has always played a very important role in high school English teaching and it is also a difficult point in English teaching.Due to the increasing importance attached to the writing ability of Chinese high school students in English teaching and some problems such as spelling mistakes,unclear tenses,grammatical errors,reversed sentence patterns and confused ideas in the writing,the research on the influence of teacher written feedback on high school students' English writing can help high school teachers better guide high school students to cultivate and develop their English writing ability.Based on Krashen's input hypothesis,Swain's output hypothesis and Schmidt's noticing hypothesis,this experiment mainly focuses on the following two questions:(1)What is the effect of direct feedback and indirect feedback on high school students' English writing performance?(2)What is the students' attitude towards these two kinds of feedback?In this experiment,60 students are selected as the participants.They are all from Qin'an No.5 middle school.60 participants are divided equally into three groups.One group is chosen randomly as the control group while the other two groups are respectively the direct feedback group and the indirect feedback group.The control group doesn't receive any form of written feedback other than a score.The experiment lasts eight weeks and each student is asked to complete six writing tasks.Writing materials are derived from the topics in each unit of the textbook.The researcher asks the students to complete a composition in class within 30 minutes and hand it in every Wednesday.Then on Friday,the researcher gives the composition to the students and asks them to carefully read the teacher's feedback for 20 minutes to revise and hand it in.In this experiment,pre-test,post-test and questionnaire are used as the research tools.Finally,the collected data are analyzed with SPSS21.0 software.The results of this study are as follows:(1)the experimental results show that writing scores of the three groups in the post-test have been improved.However,the students in the group receiving written feedback have higher scores than those in the control group who do not receive written feedback.In addition,the students receiving direct feedback have significantly higher scores than those receiving indirect feedback.The results show that teacher written feedback is helpful to students' English writing performance and compared with indirect feedback,direct feedback can give students a clearer understanding of their strengths and weaknesses in writing and students can make corrections to improve their writing scores.Therefore,for the first year of high school,teachers can adopt written corrective feedback in writing feedback,especially direct feedback,which is more helpful to improve students' English writing performance.(2)Most students hold a positive attitudetowards teacher written feedback.The students are eager for teacher written feedback on their compositions and they think that feedback can really help improve their writing achievements.In addition,of the two types of written feedback,most students prefer direct feedback.On the basis of empirical research,this paper also puts forward some suggestions on how to give effective written feedback to students' compositions,in the hope that these can help high school English teachers.