A Study On The Influence Of Corrective Feedback Of Junior Middle School English Teachers On Students’ Writing Motivation

Under the background of “Double Reduction” policy,“Excessive Assignment Tactic” is no longer applicable to the current language teaching.English teaching are supposed to comply with the “Double Reduction” policy,reduce students’ homework burden,and improve students’ learning enthusiasm and writing efficiency with efficient and accurate corrective feedback.The English Curriculum Standards for compulsory Education states that “the process and results of the evaluation should be conducive to students’ continuous experience of progress and success in English learning,and help students build and maintain interest and confidence in English learning.” As an important part of teaching evaluation,writing feedback should give full play to its promoting effect on learning motivation.Motivation restricts students’ second language acquisition,which is a necessary prerequisite for students to make progress in writing.Many researches have shown that corrective feedback can further promote the second language acquisition by providing learners with an opportunity to observe and learn language forms.In order to further verify the effect of corrective feedback on writing motivation,based on the affective filter hypothesis and notice hypothesis,this thesis explored the following three questions through interview,questionnaire and text analysis:(1)What are the characteristics of corrective feedback students receive in English writing teaching?(2)What are students’ perceptions about teachers’ corrective feedback in English writing teaching?(3)What is the influence of teachers’ corrective feedback on students’ English writing motivation?This study took students in a junior middle school in Chengdu as the research object.In order to explore the above questions,a total of 180 writing materials were collected for text analysis and 184 valid questionnaires were used for investigation.And15 students with different English proficiency participated in the interview.After statistics and analysis of the collected data,some conclusions are drawn as follows:(1)The corrective feedback received by junior middle school students in writing learning is mainly implicit,unfocused and form-based;(2)Students generally agree with the positive effect of corrective feedback on writing motivation,among which implicit corrective feedback and focused corrective feedback are regarded as the most effective feedback strategies to stimulate writing motivation.And they are willing to receive corrective feedback from teachers,but their perception of corrective feedback is still incomplete;(3)Corrective feedback can indeed improve students’ writing enthusiasm and enhance their writing motivation.Corrective feedback can improve students’ writing interest,writing self-efficacy and writing confidence.It has been proved that corrective feedback can effectively reduce students’ writing anxiety and promote students’ hard work in learning English writing.Based on the above findings and discussion,the following teaching implications can be concluded:(1)Various types of corrective feedback can be used by teachers according to specific learning conditions to stimulate students’ writing motivation;(2)It is necessary for teachers to respect and properly adopt students’ suggestions on corrective feedback so that students can receive corrective feedback more actively;(3)Great importance should be given to the teaching significance and writing function of corrective feedback and teachers need to focus on students’ motivational changes on writing.