A Comparative Study Of The Effects Of Different Types Of Feedback In English Writing Instruction In Senior High School

As an important part of English writing instruction,writing feedback is often endowed with significant theoretical and practical value.At present,English writing feedback in China mainly focuses on teacher feedback,which has been prevalent in high school teaching because of its convenience and accuracy.With the deepening of the study of writing feedback,some researchers have transferred the subject of feedback to students.This is closely related to the emphasis on Collaborative Learning in recent years.Peer feedback refers to the way in which learners are divided into different groups to improve their writing level by correcting peer’s writings and receiving peer’s comments.This way of feedback has also been praised by some scholars.Whether it is teacher feedback or peer feedback,they have inherent shortcomings.Teacher feedback tends to ignore students’ subjectivity and learning autonomy,while peer feedback can promote interaction among students,but it is criticized for its inaccuracy.Based on this,the form of"teacher+peer"feedback has come into some scholars’perspective.This feedback mode combines the characteristics of teacher feedback and peer feedback.Specifically speaking,on the basis of peer feedback,teacher feedback is added to make peer feedback more orderly,and teachers can pay more attention to students’differences.Based on the research background of previous studies,this study attempts to compare teacher feedback,peer feedback and"teacher+peer"feedback in senior high school English writing instruction with the exploration of advantages and disadvantages of teachers and peers in writing,and to find the most effective way to improve senior high school students’ English proficiency.This is also the most urgent problem to be solved under the pressure of college entrance examination.Picked from an ordinary high school in Nanyang,Henan Province,students were divided into three classes with 20 students in each class.That is,Control Class 1,Control Class 2 and Experimental Class.And these three classes were consistent with English proficiency based on the data from pre-test.This research tries to answer the following questions:1.What are the different effects of the three types of feedback in senior high school English writing instruction in terms of holistic writing scores?Does the"teacher+peer"combined feedback generate a more significant result than the other two?2.What are the different effects of the three types of feedback on students’,writing in terms of content,structure and language?3.How do students think about these feedback modes respectively?This study compared the results of three classes from both pre-test and post-test to analyze the effectiveness of "teacher+peer"feedback.The data were analyzed and compared by SPSS17.0.At the end of the experiment,the students’ perceptions on the three feedback modes were further understood through questionnaires and interviews.Through the analysis of the three-month experimental process and data,the author has found that:1.The three feedback methods have improved the students’ overall writing performance in varying degrees,and the differences in experimental class and control classes have also been reduced.Especially,the overall performance of"teacher+peer"feedback owns the most obvious improvement,and the level of difference in the class is the lowest.2.The three ways of feedback differ in specific writing skills.In terms of content,"teacher+peer"feedback class is the most prominent among the three classes,and teacher feedback class also has significant changes.Regarding to language,"teacher+peer"feedback class is also in the leading position,and the improvement of teacher feedback class is more obvious than peer feedback class.It is worth noting that there is no significant change in the structure of the three classes,which means that the change of writing structure needs to be further explored.3.The students in the three classes hold a positive attitude towards teacher feedback,but their expectations for"teacher+peer"feedback have changed significantly,which reflect the need for feedback reform in practical teaching.Therefore,the author believes that the effectiveness of"teacher+peer"feedback has been proved in this study.Teachers are supposed to try to combine teacher feedback with peer feedback during the practical English instruction,and constantly better the implementation process.In this way,the feedback effect will be maximized to improve students’writing proficiency.