The Effects Of Teacher Corrective Feedbacks On The English Writing Accuracy In Senior High School

The reform of the English Curriculum Standard for Regular High Schools has made writing receive more attention in English teaching.Teacher corrective feedback is an integral part of English writing teaching.Numerous experimental studies have verified the positive effects of teacher corrective feedback on improving students’ writing.Direct feedback and indirect feedback are forms of teacher corrective feedback that are widely used in the writing teaching process.However,there is no conclusive answer as to which form of feedback is more effective in improving students’ writing accuracy,and there is a little research on the differences of different feedback forms for different error types and for students with different language proficiency.Based on the input hypothesis,output hypothesis and attention hypothesis,this study was conducted with two intact classes of students in the Senior Two in the No.8 Senior High School of Yining City,aiming to study the influence of teachers’ direct and indirect feedback on students’ writing accuracy at different proficiency and to answer the following questions:1.Which is more effective in improving the English writing accuracy of Senior Two students,teachers’ direct or indirect feedback?What are the differences in improving the English writing accuracy for high,intermediate,and low level students?2.What are the effects of teachers’ direct versus indirect feedback on correcting different error types?3.What are the attitudes,preferences,and responses of Senior Two students to teachers’ direct and indirect feedback?The research method combining quantitative and qualitative were used in this study.Students in two intact classes were selected for this study,with the experimental class receiving teachers’ indirect feedback and the control class receiving teachers’ direct feedback.This study used SPSS 26.0 to analyze the experimental data.The students in the two classes were divided into three level groups: high,intermediate and low level groups according to their pre-test scores.In the experiment,the Process Teaching Approach was adopted in the writing classes of both classes,and the teaching contents and steps were the same.Post-tests and questionnaires were administered at the end of the 12-week teaching experiment.Then a total of 12 students from the two classes were interviewed,and 2 students from the high,intermediate and low level groups of each class were randomly selected.The study drew the following findings:1.Both teachers’ direct and indirect feedback could improve the accuracy of Senior Two students’ English writing,and there was no significant difference between the direct and indirect feedback in the effect.For students at different levels,indirect feedback was more effective in improving the English writing accuracy for high-level students;direct feedback was more effective in improving the writing accuracy for low-level students.For intermediate-level,both direct and indirect feedback were effective in improving students’ writing accuracy,and there was no significant difference in the effects of either.2.Indirect feedback was more effective in correcting verb errors and word errors;direct feedback was more effective in correcting noun ending errors and article errors;both direct and indirect feedback were less effective in correcting sentence structure errors.3.The majority of students valued the teacher’s feedback;most students wanted more comprehensive,detailed,and targeted feedback from the teacher;most students would revise the feedback carefully after receiving it;students in the direct feedback group were more likely to understand the reasons for their errors than those in the indirect feedback group,and students in the indirect feedback group were more impressed with their errors.Based on the results,it was suggested that teachers should give feedback according to students’ English writing levels.Teachers should choose targeted feedback for different error types;they should give more comprehensive and detailed feedback as much as possible,and pay attention not only to the language of the text but also to the content structure.