| Writing,as a basic language skill and form of expression of language output,is an integral part of English teaching in senior high schools.Despite the great efforts of teachers and students,English writing is still the most difficult and slow part of English learning in senior high school.One of the reasons for this is the lack of attention given by teachers and students to the role of feedback in writing.A large number of studies related to teachers’ feedback have focused more on corrective feedback studies centred on grammatical corrective feedback,and there is a lack of research on the full range and multidimensionality of teachers’ feedback.Secondly,previous studies have failed to classify students into categories,and the lack of focus on all students has affected the reliability and validity of feedback studies.In order to make up for the shortcomings of previous studies on teachers’ feedback,this study aims to gain a more comprehensive understanding of the current situation of teachers’ feedback in English writing teaching in senior high school,and get to know students’ needs and preferences for teachers’ feedback from the perspective of students at different levels,so as to construct a more scientific and effective teachers’ feedback.The study aims to address the following questions:1.What is the current situation of teachers’ feedback(error-correcting feedback,non-error-correcting feedback)in the teaching of English writing in senior high school?2.What are the attitudes and preferences of students at different levels(high,medium and low)towards teachers’ feedback?In order to answer these two questions,this study was guided by process writing teaching theory and socio-cultural theory.This study analyzes the text of the essays modified by 10 teachers in a municipal key high school in Harbin,conducts a questionnaire survey among 300 students,and interviews 9 of them as research objects.The data and information obtained were processed after the survey using Excel,SPSS26.0 and Word.Through the collation and analysis of the data and information,the author found that in the current teachers’ feedback of high school English writing,teachers are more inclined to provide error-correcting feedback,and less non-error-correcting feedback based on comments.In terms of feedback strategies,teachers are more inclined to provide direct error correction feedback,followed by indirect feedback that only points out the error location,but less guidance feedback to students.In terms of feedback focus,most high school teachers provided local feedback on grammar,vocabulary and technical details,but rarely gave overall feedback on the content and organizational structure of the articles.The current teachers’ feedback is in line with the needs and preferences of most of the low and some of the middle students,while the rest of the middle students and most of the high students have more demands for teachers’ feedback.This group of students preferred more indirect feedback from teachers,thus leaving more room for their own thinking.In addition,they hope that teachers can provide more holistic and reflective feedback on the content and writing skills of the articles.In terms of post-essay comments,the high score group hopes that teachers can provide more indicative feedback to clarify the direction of progress while supporting positive comments.This study brings the following enlightenment to high school English writing teaching.First of all,teachers’ feedback should combine individuality and commonality to improve the relevance of feedback.Secondly,teachers should improve their feedback literacy,refine their language and enhance the clarity of feedback.Thirdly,provide revision criteria and model texts.Finally,provide multiple types of feedback as an effective supplement to teachers’ feedback.Finally,this study suffers from the shortcomings of limited representativeness of the research subjects and small samples of text analysis,and more in-depth researches are still needed in the future. |
