A Comparative Study On The Effects Of Teachers’ Direct And Indirect WCF On Senior High School Students’ English Writing Self-efficacy

Writing self-efficacy is an individual’s judgment of his writing ability,specifically his ability to complete different writing tasks and his different writing skills.Students’ writing self-efficacy is an important part of their writing motivation,so teachers should pay attention to the positive effect of writing self-efficacy on students.This paper attempts to study high school students’ English writing self-efficacy from the perspective of teachers’ written corrective feedback,in order to explore the written corrective feedback methods that are conducive to the development of students’ English writing self-efficacy,and further put forward relevant teaching suggestions for English writing based on the research results.Based on Schmidt’s Noticing Hypothesis Theory and Bandura’s self-efficacy,this study chooses 116 students from two ordinary classes in the second grade of a senior high school as the research subjects and adopts the English Writing Self-efficacy Questionnaire for high school students to measure the changes of writing self-efficacy after eight teacher’s corrective feedback,so as to compare the impact of teachers’ direct and indirect feedback on students’ writing self-efficacy.Finally the researcher conducts interviews to understand students’ attitude to teacher’s corrective feedback.This study aims to explore the following four questions:(1)What is the current situation of senior high school students’ English writing self-efficacy?(2)What are the different effects of teachers’ direct and indirect WCF on senior high school students’ English writing self-efficacy?(3)What are the different effects of teachers’ direct and indirect WCF on English writing self-efficacy of senior high school students with different writing self-efficacy levels?(4)What is the students’ attitude towards teachers’ direct and indirect WCF?Based on the analysis of the results of the pre-questionnaire,post-questionnaire and interviews,the findings of this paper are as follows:Firstly,at present,high school students’ self-efficacy in English writing is at an medium level and there is still a lot of room for improvement in students’ writing self-efficacy.Secondly,Both direct and indirect WCF provided by teachers on students’ writing can significantly improve students’ overall writing self-efficacy level,including two dimensions:writing skill self-efficacy level and writing task self-efficacy level.Compared with indirect corrective feedback,direct corrective feedback can improve the overall writing self-efficacy level of students more,and the difference in the improvement effect of the two corrective feedback methods is significant..Thirdly,the effect of direct and indirect WCF is influenced by individual factors.Teachers’ indirect WCF has no significant effect on the students with low writing self-efficacy,while direct corrective feedback can significantly improve the writing self-efficacy of students with low writing self-efficacy.Besides,both direct and indirect WCF can significantly improve the writing self-efficacy level of students with high writing self-efficacy.Lastly,students hold positive attitudes towards the direct and indirect corrective feedback provided by teachers.Students believe that the corrective feedback provided by teachers can help them improve their writing confidence and improve their writing performance.According to the above findings,the author provides some suggestions from the perspective of teachers.First of all,teachers should pay attention to the significance of teachers’ corrective feedback and provide necessary written corrective feedback to students’ writing.Besides,teachers should carefully analyze the learning situation of students in the class.What’s more,for students with different levels,teachers should adopt different corrective feedback methods,and provide a second feedback after the students have finished revising the composition so as to ensure that the feedback is more effective.Finally,teachers should strengthen the communication between teachers and students and pay attention to the needs and preference of students for feedback.It is hoped that these teaching suggestions can bring some enlightenment to improve senior high school English writing and provide some reference value for subsequent research.