| The English Curriculum Standards for Compulsory Education(2022 Edition)put forward new requirements for teachers’ homework evaluation and feedback,and students’ attitudes have also been concerned.However,in current situation,students hold negative or inactive attitudes toward English homework,and the use of negative and inappropriate content and methods by English teachers to give students homework written feedback is an important factor contributing to students’ negative homework attitudes.Therefore,the exploration of improving English homework written feedback is necessary to improve students’ negative homework attitudes.This study uses Feedback theory,Humanistic Education Theory and Descriptive Assessment Theory as the theoretical framework to improve English homework written feedback,and investigates the characteristics and problems of the current on English homework written feedback in junior high schools by collecting English homework samples.Besides,students’ attitudes toward English homework written feedback are investigated through pre-questionnaire.Based on the above analysis,this study conducted a 15-week experiment to improve English homework written feedback in two classes of comparable English proficiency in Chengdu XX Junior High School,with 105 students participating.During this period,the English homework written feedback of 55 students in the control class was unchanged,while homework written feedback of 50 students in the experimental class was adjusted according to previous analysis of the status quo data,and samples of written feedback were collected at the same time.In the experiment,the source of written feedback mainly are teacher’s feedback and peer feedback;the type of written feedback is characterized by sentence comment and humorous simple stroke drawing;and the main feature content of written feedback is positive and neutral or negative content will be used when necessary.Subsequently,students’ attitudes toward the adjusted English homework written feedback were investigated by means of post-questionnaire and interviews.The study aims to explore the following three questions: 1)What are students’ attitudes towards current English homework written feedback? 2)What are the changes of students’ homework attitudes caused by the improved English homework written feedback? 3)What are the effects on students’ homework attitudes with different English levels made by the improved English homework written feedback?The results of the study showed that before the experiment,students’ attitudes towards the current English homework and written feedback are at a negative or neutral level but after the experiment,it has improved,showing a positive tendency,as evidenced by students’ recognition of the importance of English homework and written feedback;renewed confidence in doing English homework.Thus,students can use a more positive and conscientious approach to completing English homework.What’s more,the improved English homework written feedback will have different effects on the attitudes of students with different English level,which is mainly reflected in the three dimensions of attitude,including cognition,emotion and behavior.Therefore,the improved written feedback used in this study is effective in improving junior high school students’ negative attitudes toward English homework which is in accordance with their psychological characteristics.This study enriches the content and form of English homework written feedback,further implements the concept of student-centered education,and helps teachers gradually approach the core concept of people-oriented in the curriculum standard. |
