An Experimental Study On The Effects Of The Mode Of Integrated Feedback Upon High School Students’ English Writing Ability

As is known to all,English writing is a basic and important skill in English learning.As an important aspect to evaluate one’s English proficiency,it indicates students’ comprehensive language skills and abilities.In the process of English writing teaching,evaluation is an indispensable part for both instructors and learners.It has been a subject in numerous researchers’ research.The field of teacher feedback and that of peer feedback attract researchers’ widespread attention from domestic and foreign countries.Though many researchers found that teacher feedback and peer feedback can help students improve in English writing to some extent,they still have their own disadvantages.Based on the deficiencies of teacher feedback and peer feedback respectively,this research attempts to combine them to apply to English writing teaching in high school.In this thesis,the author uses a new term----the mode of integrated feedback.The research tries to answer the following questions:1.Can the mode of integrated feedback enhance high school students’ English writing ability?2.Do students of different levels improve their writing ability equally?3.What are the students’ attitudes towards the mode of integrated feedback?The students involved in this experiment were two classes of senior two from a high school in Qingyuan in Guangdong province.One is experimental class and the other is controlled class.The instruments are pre-test,post-test and questionnaire.According to the result of pre-test,the two classes were almost at the same level in English writing before the experiment.During sixteen weeks of the experiment,the experimental group received training of integrated feedback in English writing class while the controlled group adopted teacher feedback only.Through the comparison of scores of the two classes in writing tests and the analysis of the questionnaires,it is found that:(1)Integrated feedback can help to enhance senior high school students’ writing ability.After applying the mode of integrated feedback,the content of their compositions was more concise and clear,and the points were more complete.In terms of the accuracy of language expression,obvious progress was achieved in the tense,the accuracy of the wordsand the phrase collocation;the text structures were proper,and the connection words were used more accurately.(2)Through the mode of integrated feedback,the students with low level made greater progress in English writing than those of higher level.(3)Most students hold positive attitude toward integrated feedback and are willing to participate in it.Therefore,though there are some limitations in this research,it can be concluded that the mode of integrated feedback has strong adaptability in high school English writing class and can complement with teaching evaluation in promoting students’ English writing performance.It is necessary for teachers of English to fulfill and perfect the procedures of the mode of integrated feedback.