An Investigation And Analysis Of Teacher Feedback In Junior Middle School English Classes

In junior middle school English classes,teachers give students feedback on their response behaviour and performance.Teacher feedback serves as a medium of instruction and provides students with model language,target language,and comprehensible language input,which to a large extent facilitates students’ language output.Due to the importance of English teacher feedback,scholars have conducted studies on it at home and abroad.However,more studies have focused on English classes in primary,high school,and university,and few studies have been conducted on English teacher feedback in junior middle school.However,because of the special characteristics of English classes and students’ development in junior middle school,attention should be paid to teacher feedback in junior middle school English classes.An in-depth study of it can provide a reference for teachers in junior middle school.This study uses class observation records,text transcription analysis,questionnaires,and interviews to investigate the use of feedback by junior English teachers in Wuhan Y Middle School.A detailed analysis of junior middle school English teachers’ feedback forms,characteristics of feedback strategy allocation,teachers’ and students’ attitudes and preferences towards feedback,and the effects of feedback on students’ discourse output are conducted.The study finds that although junior middle school English teachers have a clear understanding of the importance of feedback in the class,there are some problems in actual teaching that could not be ignored,mainly including that the teachers use a single type of feedback,unbalanced distribution of feedback,the inappropriate function of feedback,the discrepancy between teachers’ and students’ preference in the use of feedback,and the impact of feedback on students’ learning emotions.To deal with these problems,the author analyses their causes and proposes corresponding optimization suggestions: firstly,from the perspective of teachers’ knowledge literacy,teachers should strengthen their learning of educational theories and increase their knowledge of feedback;they should conduct self-reflection to improve the quality of feedback.Secondly,from the ability to use feedback,teachers should enrich the types of feedback,highlighting the discipline and artistry;pay attention to pre-design and generation,highlighting the value of feedback;pay attention to the function of feedback,enhancing the meaning of feedback;pay attention to students’ reactions,grasping the timing of feedback.Finally,from the student-centered perspective,teachers need to integrate students’ needs,use effective feedback to respect students’ differences,and use targeted feedback.