Research On The Effectiveness Of Teachers' Written Corrective Feedback

As a crucial part of writing teaching,written corrective feedback has been paid much attention by the academic circles.Although scholars have conducted a great deal of research.there is still no conclusion on the effectiveness of written corrective feedback.In addition,the current research on written corrective feedback is mainly focused on English teaching,and there is a relative lack of written corrective feedback research in the field of teaching Chinese as a foreign language,among which the empirical research on the effectiveness of written corrective feedback is rareBased on the theory of attention hypothesis,input hypothesis and interaction hypothesis,this study uses various methods,for instance,literature research,experimental research and interviews and so on.The aim of this paper is to verify whether the two different forms of written correction feedback,"mark the location of the error" and "mark the location and nature of the error",are effective for Chinese learners to modify their composition,improve their language level and writing attitudeThe study lasted 9 weeks,and took 12 foreign students of comparable proficiency in the intermediate Chinese class of the Overseas Education College of one university as subjects.According to feedback methods,the subjects were separated into three groups:experimental group A,experimental group B and control group.From week 1 to week 8 of the experiment,each group conducted four writing assignments.After each composition was written,the teacher gave the corresponding form of written feedback to the composition of each group.For group A,the teacher marked the language errors in students’ compositions and indicated the nature of the errors.For group B,the teacher only pointed out the language errors in the students’ compositions without specifying the specific nature.For the control group,the teacher only evaluated the composition.According to the feedback information provided by the teacher,the students modified each composition.In the ninth week,we interviewed the subjects.After the experiment,the error correction rate and success rate of the four compositions of each group were compared.And through paired sample t test and one-way anova,the differences in the accuracy,fluency and complexity of the compositions of each group before and after the experiment,as well as the differences between the three groups after the experiment were compared and analyzed.In addition,the changes of language accuracy,fluency and complexity in four compositions of three groups were analyzed intuitively.The study found that the written corrective feedback of teachers had a certain positive effect in helping Chinese learners to modify their compositions,improve their language quality and improve their writing attitude,and the effect of "mark the location and nature of the error"is slightly better than that of "mark the location of the error".Firstly,In terms of the revision of the compositions,the error revision rate and success rate of group A and group B in Chinese characters,vocabulary and grammar were significantly higher than those of the control group,and the error revision rate and success rate of group A were higher than those of group B.Secondly,in terms of the change of the language quality of the compositions,the language accuracy of the students in group A and group B has been improved,especially in terms of the accuracy of words,while the accuracy of language in the control group decreased slightly.Among them,group A made greater progress.Relatively speaking,the fluency and complexity of the language proficiency of the three groups have not changed much.Thirdly,the results of the interview showed that most of the students affirmed the positive role of teacher feedback in improving their writing level and attitude.According to the results of research,this paper further discusses the positive role of teacher’s written corrective feedback in arousing students’ attention to errors,promoting the development of language accuracy,establishing teacher-student interaction and cultivating students’ learning habits.However,the effect of teacher’s written corrective feedback is restricted by many factors,such as feedback clarity,students’ cognitive ability,the way students deal with feedback and student’s emotional attitude and so on.In the light of the above limitations,we come up with some suggestions that teachers should set up a flexible feedback mechanism based on learners’ language level when correcting compositions,and focus on forming the ability of evaluating and correcting their compositions independently.