Effects Of Teacher Written Feedback On The Quality Of English Letters Written By Grade Ten Students

English writing is not only a vital part of English teaching and learning in high school,but also a major difficulty in English teaching and learning.In recent years,how to improve the quality and level of students’ English writing has become a research hot spot.The role of teacher written feedback cannot be ignored in the teaching of writing.Moreover,domestic and international studies have proven that effective teacher written feedback plays an indelible role in raising students’ writing levels.However,there is still no consensus among scholars at home and abroad on some aspects.Based on the status quo of English teachers’ feedback in grade ten,and referring to students’ expectations for teacher written feedback,this study combined direct feedback and indirect feedback with three sentence patterns of comments respectively to explore the influence of teacher written feedback on students’ writing accuracy,fluency and complexity of English letter writing in grade ten.In this way,a more appropriate teacher feedback model can be found for students with different English writing levels in grade ten,thus effectively helping students with different levels of English writing improve their English writing quality.Therefore,the specific research questions of this study are as follows:(1)What is the status quo of written feedback of English teachers in grade ten?(2)What’s the students’ preference and attitudes to teacher written feedback in grade ten?(3)To what extent does teacher written feedback have an effect on accuracy,fluency,and complexity in English letters written by grade ten students?In this study,a sample survey was conducted in three high schools in one provincial capital city in East China,and 150 questionnaires were randomly distributed to the senior high school students in each school,in order to understand the current situation of English teacher feedback on writing texts in senior high school.Second,based on the questionnaire results,the researchers conducted the experiment in two parallel classes of grade ten in one of the schools to investigate to what extent does teacher written feedback affect the grade ten students’ English letter writing.The results show that both teachers and students in grade ten highly value written feedback from teachers,which is also the main feedback method adopted by English teachers of grade ten.However,due to individual differences,teachers’ actual written feedback and students’ preferences have not reached agreement in many aspects.What’s more,there is a significant change in the accuracy and fluency of the students’ letter writing after receiving different teacher written feedback,while the change of the complexity is less significant,and even decreased.To be more specific,for students with high writing level,they can most clearly improve their scores after receiving indirect feedback and interrogative comments.Furthermore,the accuracy,fluency and complexity of students with high writing skills are improved better than those of students receiving direct feedback,but the influence of sentence patterns on them is different.For middle-level students,their scores improve after receiving either direct or indirect feedback,but the difference isn’t great.Meanwhile,their scores improve better when receiving declarative and imperative commentary than interrogative commentary.And after receiving direct feedback and imperative commentary,the middle-level students have the best accuracy improvement,while the students who receive indirect feedback and imperative commentary have the most fluency improvement.For complexity,the two kinds of feedback have similar effects.Students with low writing proficiency improve their writing performance and writing quality much better when receiving direct feedback and imperative sentence comments than those who receive other types of feedback.According to the results,the following suggestions are put forward: Firstly,teachers should fully consider the differences of students’ writing level when giving written feedback.Secondly,teachers should pay attention not only to form-focused feedback,but also to content-focused feedback.Thirdly,teachers should coordinate correction,praise and encouragement when giving feedback.Finally,teachers need to provide students with opportunities for face-to-face written feedback.