Interaction Of Teachers’ Feedback And Students’ Personality Upon Senior High School Students’ English Writing

Teachers’ feedback and students’ personality as important factors affecting second language learning have been the subject of many studies,and domestic and international studies have come up with many different findings on the relationship between them.Teachers’ written feedback is one of the essential key factors of writing teaching and is of great significance to the effectiveness of writing teaching.In foreign language teaching in China,when teachers give students written feedback on their compositions,students’ personalities are often ignored,which results in unsatisfactory teacher feedback on students’ writing.This study,from error analysis perspective,focuses on the effect of the interaction of teachers’ feedback and students’ personality on students’ writing scores in senior high school English writing,aiming to call on teachers to pay attention to students’ personalities in composition feedback,explore feedback methods suitable for students’ personalities,and improves the quality of teachers’ feedback on students’ English writing.There are four research questions in this study.Does teachers’ feedback interact with students’ personality? Does teachers’ feedback affect students’ writing scores?Does students’ personality affect the students’ writing scores? How do different interactions affect students’ writing scores? From error analysis perspective,this study focuses on students’ use of restrictive relative clause in English writing.In this study,only Direct CF and Indirect CF was discussed for teachers’ feedback,and only introversion and extroversion were discussed for students’ personality.In this study,students in parallel Class 15 and Class 18 of grade one from a senior high school in Yunnan Province were randomly selected to participate in the experiment.In the pre-experiment stage,Eysenck Personality Questionnaire(Adult Version)was used to investigate the personality types of the students from the two classes,15 introverted students and 15 extroverted students were randomly selected in Class 15 and Class 18 respectively,based on the results of the Eysenck Personality Questionnaire.Therefore,the total number of research participants was 60 in the study.Three writing tests on restrictive relative clause were conducted in while-experiment stage.During the feedback process of revising students’ compositions,teachers gave feedback only on the incorrect use of restrictive relative clause in students’ compositions,and teachers used Direct CF for students in Class 15 and Indirect CF for students in Class 18.Therefore,there are four types of interaction of teachers’ feedback and students’ personality in this study,which were:(1)Direct CF* introversion;(2)Direct CF* extroversion;(3)Indirect CF* extroversion;(4)Indirect CF* extroversion.To answer the research questions,three two-factor ANOVAs were conducted on the data of three writing tests using SPSS 23.0.After analyzing the data,the following findings were drawn: First,teachers’ feedback does interact with students’ personality.Second,teachers’ feedback can help students improve their writing scores.Third,students’ personality does affect students’ writing scores.Fourth,among the four interaction types,the interaction of Direct CF and extroverted personality had the most significant effect on students’ writing scores.This study confirms that there is indeed an interaction between teachers’ feedback and students’ personalities in senior high school English writing,and that this interaction has a positive impact on senior high school English writing.This study can provide some references for developing the theory of teaching English writing and the theory of English writing feedback in senior high school,as well as enrich the system of teaching methods of English writing in senior high school.