A Study On The Impact Of High School English Teachers’ Teaching Feedback On Students’ Classroom Participation

Teaching feedback as an important factor to promote students" active participation in classroom teaching plays an important role in improving the effectiveness of teaching.Effective classroom teaching is inseparable from teachers’ teaching feedback and students’ active participation.Through referring to relevant literature and materials,it is found that there are many and mature researches on teaching feedback and students’participation,but relatively few researches on the influence of teachers’ teaching feedback on students’ participation in class.Therefore,this paper takes this as an entry point to carry out research.In this paper,teaching feedback refers to information provided by teachers about students’ classroom performance and their learning.Student participation in the classroom,also known as student teaching participation,refers to the psychological activities and behavioral efforts of students in the classroom English learning process.In classroom teaching,teachers’ feedback on students can promote students’ real participation in the classroom and better play the main role of students in the classroom,so as to better improve students’ participation in the classroom and the effectiveness of teachers’ teaching.This study starts from the high school English teachers’ teaching self-efficacy of feedback,the feedback function,quality feedback,the basis of feedback and feedback content of five dimensions and students’ classroom behavior participation,cognitive participation and the emotional participation of three dimensions.This paper adopts the methods of questionnaires,classroom observation and interview to collect research data,through SPSS software for statistical analysis of data collected in and on this basis to explore senior high school English teachers’ teaching feedback and students’ classroom participation,as well as the high school English teachers’ teaching feedback effects on students’ classroom participation.In this study,270 students of Q high school in xi’an,Shaanxi Province were surveyed by questionnaire,including the feedback of high school English teachers and the participation of students in high school English classes.The class in which the objects is located was observed.Thirty classes were selected as the objects of observation and analysis,and three English teachers in these classes were interviewed.This paper mainly consists of five chapters.Chapter one,introduction.This chapter mainly introduces the research background,research significance,relevant research status of teachers’ teaching feedback and students’ classroom participation at home and abroad,as well as research purposes and research methods.Chapter two,core concept and theoretical basis.In this chapter,on the basis of learning from other relevant researches,the author makes conceptual decisions on teachers’ teaching feedback and students’ participation in class,so as to meet the research needs of this paper,and takes constructivist learning theory,humanistic learning theory,effective teaching theory and active learning concept as the theoretical basis of this study.Chapter three,research design.This part mainly includes the research contents,research objects,research tools and research steps.It is a simple introduction to the whole research.Chapter four,data collection and result analysis.It mainly includes questionnaire reliability and validity analysis,questionnaire data analysis,classroom observation results and interview results analysis.Among them,the questionnaire data analysis includes the analysis of classroom teaching feedback of senior high school English teachers,the analysis of student participation in senior high school English classes,the correlation analysis of teachers’ feedback of senior high school English teachers and students’ participation in class.Chapter five,conclusion and suggestion.The content of this chapter includes the main research findings and conclusions,teachers’ teaching feedback and suggestions that are conducive to improving students’ participation in class,research innovation and deficiencies.Among them,the main findings and conclusions include the teaching feedback of high school English teachers and students’ participation in class,and the influence of the teaching feedback of high school English teachers on students’participation in class.Teachers’ effective teaching feedback suggestions which are helpful to improve students’ participation in class include timely,specific and frequent feedback from teachers;Teachers’ feedback should be timely and appropriate;Teachers should give students positive feedback;Teachers should moderately extend the class waiting time.