Effects Of English Teacher’s Written Corrective Feedback On Junior High School Students’ English Writing Self-efficacy

English writing is a productive ability,which is considered as one of the most important key competencies.And loads of researchers have already proved that students’ writing performance can be greatly influenced by students’ writing self-efficacy.However,the influence factors of students’ writing self-efficacy haven’t been stated clearly.During the process of learning English,the very basic element is the influence from the English teachers.Students always receive feedback from teachers so that students can adjust their language learning methods.Whereas,many English teachers don’t pay much attention on feedback,particularly the feedback in students’ writings.And in recent years,teachers’ feedbacks are given more and more attention.The revolution of basic education emphasizes the importance of teachers’ feedback.And when it comes to writing,teachers’ written corrective feedback is mentioned.Teachers’ written corrective feedback can be divided into different types.The direct and indirect corrective feedbacks are the focuses in this thesis.Therefore,this thesis aims to find out the influence of English teachers’ written corrective feedback on students’ English writing self-efficacy in junior High school.In the present experiment,96 students as the subjects from two experimental classes in junior high school in Chengdu.And they are all from grade three.In addition,20 English teachers will be involved in the questionnaire survey.In the 16-week experiment,class 1 adopted the indirect written corrective feedback,while class 17 was through the direct written corrective feedback.And this study tries to explore the following three questions:(1)what are the effects of indirect and direct written corrective feedback on students’ writing self-efficacy?(2)What are the students’ attitudes towards teacher’s indirect and direct written corrective feedback?(3)What are the teachers’ attitudes toward teachers’ indirect and direct written corrective feedback?According to the data collected,most of the teachers and students have positive attitudes toward teachers’ written corrective feedback.What’s more,the majority of the teachers are willing to provide written corrective feedback to students but with the limitation of time and energy,lots of them fail to manage doing it.In addition,students look forward to receiving the teachers’ written corrective feedback as much as possible.As for the influence on students’ writing self-efficacy,it found out that the teachers’ written corrective feedback has a great impact on students’ writing skill self-efficacy,but as for writing task self-efficacy,the teachers’ written corrective feedback seems not very useful.From the result,it can be inferred that teachers’ written corrective feedback indeed has a respectively great influence on students’ writing self-efficacy and on the foundation of teachers’ written corrective feedback,students can be benefit.However,in this experiment,there are still some problems that need to study further.The first one is about the participants in this experiment,all the participants in this experiment are from the experimental classes,which means they are likely to be on a higher level of English and the results of this kind of situation cannot spread to wider conditions.The second is that as a novice researcher,the ability of carrying out experiment is limited,which is likely to make the thesis not very persuasive.Therefore,the influence of teachers’ written corrective on students’ writing self-efficacy still needs to work on.