An Action Research On Multiple Feedback In Senior High School English Writing Teaching

The core quality of the English subject emphasizes four dimensions: language ability,cultural awareness,thinking quality,and learning ability,which need teachers to explore at all levels in all links of teaching.However,writing is still a relatively ignored part in high school English teaching at present,with teacher’s feedback typically having a long time span and low efficiency.The English Curriculum Standard for Senior High School(2017 Edition)stresses process assessment combining teacher’s feedback with peer feedback.Accordingly,multiple feedback with several drafts can improve the current English writing teaching significantly.Using the method of action research,this paper mainly studies(1)whether the multiple feedback model can effectively enhance students’ writing enthusiasm and writing ability;(2)in which aspects can multiple feedback model improve students’ writing ability;(3)and how to build an effective multiple feedback model in writing teaching.In order to answer the questions above,this study selects two parallel classes in senior three of a local key high school in Gansu Province as the research subjects.Based on the current situation of English writing feedback through questionnaires and interviews,it analyzes students’ needs and carries out the action research in combination with group cooperation and online feedback tools.This action involves two rounds and data are collected through writing pre-test,questionnaire surveys,interviews,etc.In the meantime,the author has been reflecting and experimenting to find a multiple feedback writing model suitable for senior high school English teaching.The results of this study show that multiple feedback can enhance students’ enthusiasm in writing and develop students’ writing capability in terms of vocabulary,grammar,structure,and writing norms as well as their learning ability under the requirement of subject core competencies.The study also offers some insights for high school English writing teaching.First and foremost,the teacher should construct a feedback model of “multiple subjects with several drafts”.Secondly,teacher feedback should maintain its main position in writing feedback,supplemented by peer feedback and automatic system feedback.Finally,multiple feedback can effectively improve the details,structure and logic of the composition.Due to the short action cycle,limited sample size and other factors,this study has some shortcomings,and needs more in-depth and detailed research in the future.