A Contrastive Study On Teacher Written Feedback In Senior High School English Writing Between Novice Teachers And Experienced Teachers

As one of the four major language skills,English writing is an indispensable part of English teaching.Writing feedback,as a continuation of writing teaching,is an crucial means to improve the effect of writing teaching and the writing ability of students.Among them,teachers’ written feedback plays a dominant role in writing feedback,which refers to the written feedback given by teachers to help students improve their compositions.So far,many researchers at home and abroad have made abundant achievements in this field,but comparative studies on written feedback among different groups of teachers are still lacking.Therefore,the comparative study of high school English written feedback between novice and experienced teachers is of great significance.Based on Long’s Interactive Hypothesis and the Outcome-based Education,this study took 4 English teachers(two novice teachers and two experienced teachers respectively)and 216 students from their classes in the senior one of experimental high school as research objects.Text analysis method,supplemented by questionnaires and interviews,was used to study the following three questions:(1)What are the similarities and differences between novice teachers and experienced teachers in terms of feedback focus? Why?(2)What are the similarities and differences between novice teachers and experienced teachers in terms of feedback strategies? Why?(3)What are the similarities and differences between novice teachers and experienced teachers in terms of feedback effect on students’ revision?The results show that:(1)in terms of feedback focus,both novice teachers and experienced teachers mainly provide the form-focused feedback because of similar practical teaching conditions and language level of students;(2)in terms of feedback strategies,there are obvious differences between novice teachers and experienced teachers due to the influence of teaching experience,teaching beliefs,and teachers’ time and energy,to illustrate,novice teachers tend to use direct feedback while experienced teachers prefer indirect feedback and they have formed a relatively fixed feedback system,but novice ones are not mature and perfect in this aspect;(3)in terms of feedback effect,the feedback of the two group teachers is effective and the rate of successful modification is above 60%,to be specific,the success rate of novice teachers’ classes is slightly higher than those of experienced teachers,which is related to the different feedback strategy they used.In considerations of the above research results,this paper proposes some suggestions for English teachers to improve English writing feedback,in the hope of providing some implications for the research and teaching of English writing feedback.