A Study On The Effects Of Teacher Written Corrective Feedback On Students’ Learning Engagement In High School English Writing Teaching

English writing is one of the basic skills that high school students need to master.Actually,the process of writing is the process of students’ language output.It especially tests students’ comprehensive language use ability.Feedback is an important communication form between the learner and feedback provider.According to different feedback subjects,it mainly includes teacher feedback,peer feedback,automatic feedback,etc.However,at present,teacher written corrective feedback is still the main and irreplaceable feedback way.Besides,according to the feedback directness,direct feedback and indirect feedback are the most commonly used methods with higher efficacy.Therefore,this thesis mainly based on this classification method.In addition,according to the error content,teacher written corrective feedback can also be divided into form feedback and content feedback.In order to control the variables,the feedback in this study included not only form feedback such as word spelling,but also content feedback such as logical coherence.Another research concept,“learning engagement”,has attracted more and more attention from researchers in recent years,as it is related to the academic achievement and learning motivation closely.Based on the Noticing hypothesis and Process Writing Theory,this thesis mainly explored the effects of teacher direct feedback and indirect feedback on students’ learning engagement from the most authoritative dimension division method of learning engagement: behavioral engagement,cognitive engagement and affective engagement.The specific research questions are as follows:(1)What are the effects of teacher written corrective feedback on students’ behavioral engagement?(2)What are the effects of teacher written corrective feedback on students’ cognitive engagement?(3)What are the effects of teacher written corrective feedback on students’ affective engagement?The teaching experiment of this study was carried out in the Senior High School Attached to Shandong Normal University.The experimental subjects were two parallel classes in Grade Two with a total of 100 students.In this study,data were collected through questionnaire,writing tests,interview.Quantitative and qualitative methods were adopted for the analysis of results of the research data.The results are shown in this way:(1)Both of the direct feedback and indirect feedback have positive effects on students’ behavioral engagement,and there is no significant difference between the two methods;(2)Both of the direct feedback and indirect feedback have positive effects on students’ cognitive engagement.The performance of indirect feedback group students is better than direct feedback group;(3)Both of the direct feedback and indirect feedback have positive effects on students’ affective engagement.The performance of direct feedback group students is better than indirect feedback group.Therefore,under the influence of different feedback ways,students’ engagement degree is different from different engagement dimensions.This thesis suggests that in senior high school English writing classes,teachers may actively adopt a combination of direct feedback and indirect feedback way according to students different learning levels.At the end of the thesis,some teaching implications and suggestions are presented and discussed hoping to be helpful to English writing teaching and research.