A Study On Teacher Feedback Strategies In EFL Teaching Of Senior High Schools

Teacher feedback refers to teachers’ responses to students’ answers after raising questions.The process of teacher feedback reflects students’ mastery of knowledge and teachers’ professional quality as well as teaching ability.Effective teacher feedback can relieve students’ learning anxiety,maintain teacher-student interaction,promote students’ discourse output,language development and learning motivation to improve teaching efficiency and classroom quality.This paper analyzes the current situation of senior high school English teachers’ feedback strategies,finds out the common problems and provides suggestions for improving classroom feedback in consideration of students’ attitude towards teacher feedback.So that promote teachers’ professional quality and teaching efficiency by using feedback strategies scientifically and effectively.This study was conducted in Wanli senior high school in Sinan County,Guizhou Province for two months.The subjects were 4 teachers and 216 students from four ordinary classes in grade one.Based on the theories of interaction hypothesis,language input hypothesis,and Krashen’s affective filtering hypothesis,this study explores the following questions through classroom observation,audio recordings,student questionnaires and teacher interviews:（1）What are the major types of teacher feedback strategies in senior high school English teaching?（2）What are the common problems of teacher feedback in senior high school English teaching?（3）How can teachers effectively implement teacher feedback in classroom teaching?The research shows that:（1）Feedback accounts for 30.5% of teachers’ classroom discourse,and the proportion is moderate.Teachers and students highly approve of feedback strategies and prefer positive feedback.The frequency of feedback is the highest in reading class.Direct affirmation is the most frequently used type in content feedback to save class time to explain more difficult points,but students prefer detail evaluation and answer expansion.The most commonly used type of thematic feedback is subject supplement and comment to deepen the depth and breadth of students’ understanding of knowledge.The most common type of formal feedback is formal negotiation,which can alleviate the information-gap between students and teachers and guide students to acquire knowledge by themselves.（2）There are the following problems in feedback: the feedback language of teachers is too absolute to conducive for students’ divergent thinking;Teacher feedback tends to be patterned and the form of feedback is single;Some teachers answer questions instead of students or ignore students’ questions in class.Combined with literature research,this study draws the following suggestions: effective teacher feedback should be appropriate and flexible while avoiding the mechanical and meaningless question and answer form.English teachers can improve their professional quality,pay attention to students’ psychological differences,grasp the reasonable feedback time,avoid absolute feedback language to enhance the interaction between teachers and students,relieve students’ learning anxiety,create a relaxed and harmonious classroom atmosphere,so as to promote students’ English learning,achieve effective feedback and improve teaching quality.