Effects Of Teacher Corrective Feedback On English Writing Ability Of Senior High School Students

In English writing teaching,teachers’ evaluation is a common form of feedback.Currently,many teachers give some feedback on students’ writing,but the feedback is usually in the form of marks or simple comments,which is difficult to help students improve their writing ability.Therefore,how to use effective forms of feedback to improve students’ writing ability has been one of the difficulties in teaching.This study takes corrective feedback as the breakthrough point to study the effectiveness of direct corrective feedback and metalinguistic corrective feedback and the effects on students’ writing ability(complexity,accuracy and fluency),in order to answer the following questions: 1.What are the effects of teachers’ direct corrective feedback on students’ English writing ability,including complexity,accuracy and fluency? 2.What are the effects of teachers’ metalinguistic corrective feedback on students’ English writing ability,including complexity,accuracy and fluency? 3.What are the students’ attitudes towards the different forms of feedback they received? What suggestions do they have?In this study,three parallel classes of Grade 1 in a high school in Nanyang,Henan Province were selected as the subjects,and the three classes were randomly divided into two experimental classes and one control class.During the experiment,direct corrective feedback and metalinguistic corrective feedback were respectively used for the two experimental classes,and no corrective feedback(scoring only)was used for the control class.The study lasted for 12 weeks,and students completed 7 writing tasks.Using SPSS22.0 statistical software and Excel line graphs,students’ writing ability(complexity,accuracy and fluency)in the pre-test and post-test is analyzed,and combined with the results of interviews,the following conclusions are drawn:1.Both teachers’ direct corrective feedback and metalinguistic corrective feedback are effective in improving students’ writing ability,and direct corrective feedback is more effective for high school students than metalinguistic corrective feedback.2.Teacher direct corrective feedback and metalinguistic corrective feedback have the greatest effect on the improvement of students’ writing accuracy and fluency,but have little effect on the complexity of writing.3.Students’ attitudes towards teacher corrective feedback,whether direct or metalinguistic,are positive.And after the experiment,students’ interest and confidence in writing are improved.Moreover,through interviews,we know that students prefer to receive direct corrective feedback as opposed to other forms of feedback.Therefore,in English writing teaching,appropriate forms of corrective feedback should be selected according to students’ actual level to help students realize the gap between their current writing ability and target ability,so that they can make use of teacher corrective feedback to correct errors in writing and summarize the reasons,so as to improve their English writing ability.