A Comparative Study On The Effects Of Direct WCF And Indirect WCF On High School Students’ English Writing Accuracy

Based on the Output Hypothesis and the Noticing Hypothesis,a teacher’s written corrective feedback serves as a form of input language information to students.When students notice the gap between their written expressions and the most accurate target language,they internalize the input language in various forms,which in turn reduces the errors in the output language.In actual writing teaching,teachers will use different types of feedback to correct various errors in student’s writing.The purpose is to help learners reduce language writing errors and improve the accuracy of their English writing.Both direct and indirect feedback,as important forms of written corrective feedback,are essential to study.The subjects of this study are 135 first-year students from a middle school in Chongqing.Through empirical research methods,using SPSS27.0,the author explores whether direct and indirect feedback can help improve high school students’ English writing skills.If so,which types of errors in student writing are more effectively corrected by direct and indirect corrective feedback,and which type of feedback is more suitable for improving the writing accuracy of students of different levels.At the same time,the author also uses questionnaire surveys and interviews related to this research,with the aim of understanding learners’ attitudes and needs towards teacher’s written corrective feedback.The study seeks to determine which feedback method can effectively improve the accuracy of high school students’ English writing.The research results show that both direct and indirect feedback can improve the accuracy of students’ English writing.The former is more significant in correcting vocabulary and discourse errors,while the latter is more evident in correcting grammatical errors.At the same time,direct feedback has a more significant effect on improving the writing accuracy of students with medium and low levels,while indirect feedback can better improve the writing accuracy of high-level students.Through this research,it is known that in order to make different types of written corrective feedback more effective,teachers should adopt different feedback methods according to the different types of errors made by learners.That is,indirect feedback can be used to modify students’ language form errors,and direct feedback can be used to modify students’ writing content errors.At the same time,teachers should take relevant measures according to the actual situation of students,adjust learners’ attitudes towards teachers’ written corrective feedback,so as to more effectively improve the accuracy of high school students’ English writing language.