Effects Of Multiple Feedback On English Writing In Senior High School

English writing is the integrated use of English language ability of higher levels of information exchange.Traditional writing feedback(teacher feedback)is a long cycle with single way and inefficiency.In this case,the multiple feedback could compensate for traditional feedback.The multiple feedback mode refers to the combination of self-feedback,peer feedback,teacher feedback and automated essay scoring system feedback(AES)mode supported by information technology in this paper.According to the status of feedback of senior high school,constructing the effective multiple feedback is the key and the innovation of the research,the second innovation is all-sided source of feedback,the last innovation is the field of multiple feedback application.The author chose two paralleled classes in No.2 Senior High School in Kashi as subjects based on Artificial Intelligence Theory and Dynamic Evaluation Theory.Traditional feedback was carried out in controlled class,while the multiple feedback was put into practice in experimental class for three months.The author intends to answer three questions by analysis of questionnaires,interviews,pretest,post-test and SPSS 21.0.It is combing qualitative with quantitative analyses.1.What is the present situation of English writing in senior high school ?2.Is there any improvement in students’ English writing performance after receiving multiple feedback ?3.What are students’ attitudes towards the multiple feedback?The current situation of senior high school English writing was analyzed through four dimensions of the questionnaire including writing method,writing process,writing ability,writing feedback and interview.After the experiment,SPSS 21.0 was used to conduct the independent sample T test and the paired sample T test on pretest and post-test of composition in controlled class and experimental class.It was found that the performance of the experimental class improved significantly after using the multiple feedback mode,while the scores of the control class did not improve significantly.Through the post-questionnaire and post-interview,the students in the experimental class were investigated and it was concluded that the students had a positive attitudes towards multiple feedback,which can not only improve students’ self-learning ability,critical ability,innovation ability,teamwork ability and reflective ability,but also enhance students’ interest in English writing.However multiple feedback is imperfect,it still exists some limitation.The author concluded relative problems to give some suggestions for English teachers,senior high school students and senior schools,also give pedagogical implication for further study.