| English writing,as one of the basic skills of language learning,is the embodiment of students’ overall language ability and occupies an important position in English learning.But there are still many deficiencies in actual English writing teaching in senior high school,especially in the aspects of evaluation and feedback.However,The National English Curriculum Standards for Regular High School clearly points out that teachers should pay attention to the diversity and rationality of evaluation method,effectively implement formative assessment and give full play to feedback,so as to realize the purpose of evaluation promoting teaching and learning.At the same time,the Formative Assessment Feedback Loop Model proposed by Wang Xuefeng in 2011 attaches great importance to the application of formative assessment and feedback in writing,which may effectively solve the existing problems in English writing teaching in senior high school.Based on Constructivist Learning,Humanistic View of Teaching and the Interaction Hypothesis,this study aims to explore the following three research questions: what is the effect of Formative Assessment Feedback Loop Model on the lexical accuracy of senior high school student’s English writing,what is the effect of Formative Assessment Feedback Loop Model on the grammatical accuracy of senior high school student’s English writing and what is the effect of Formative Assessment Feedback Loop Model on the discourse accuracy of senior high school student’s English writing.To answer the above research questions,60 students,from two parallel classes in Grade11 of a high school in Shijiazhuang,Hebei Province,are selected as the experimental subjects.Before the experiment,the results of the writing in pre-test show that the English writing level of the two classes is quite comparable.During the three-month teaching experiment,the Formative Assessment Feedback Loop Model is adopted in EC,and the Product-oriented Approach is adopted in CC.After the experiment,the students in EC and CC are tested on their English writing proficiency.SPSS26.0 is used to analyze the test results from three aspects:Group statistics,Independent-samples T-test and Paired-samples T-test.In addition,6 students from the high,middle and low English level groups of EC are selected for interview,so as to understand students’ attitude towards the application of the Formative Assessment Feedback Loop Model in English writing teaching.The results indicate that the application of Formative Assessment Feedback Loop Model in writing teaching can improve students’ English writing performance.Students’ writing has been enhanced significantly in terms of lexical accuracy and grammatical accuracy,especially in the intermediate-level group and low-level group.However,this model fails to significantly improve the discourse accuracy of students’ English writings.Given the above research results,the author summarizes some suggestions for implementation and teaching enlightenment from this experiment.However,this study still has some shortcomings,such as limited scope of experimental samples,short experiment period,insufficient guidance for students’ self-feedback and peer feedback,etc.It is suggested that the future research should extend the experimental period,expand the scope of samples and strengthen the training for assessment. |
