A Study On The Effects Of Dynamic Written Corrective Feedback On Students’ English Writing In Senior High School

Writing is a comprehensive skill that reflects students’ actual language ability,and it is also an important part of senior high school English learning and English teaching.Some studies have shown that teachers’ written corrective feedback is a key factor that affects students’ English writing performance.Currently,senior high school English teachers commonly use direct written corrective feedback to correct students’ writing errors,which leads to some students not thinking about the reasons for their errors on their own,thus affecting the improvement of their writing performance.Dynamic written corrective feedback proposed by Hartshorn and Evans(2010),in which teachers guide students to correct their errors multiple times and dynamically through coding symbols,helps to improve students’ writing achievement and writing accuracy.Based on Input Hypothesis,Skill Acquisition Theory,Constructivism Learning Theory,this study aims to test the effects of dynamic written corrective feedback on senior high school students’ English writing achievements,the effects on English writing accuracy of students at different levels,and students’ perceptions and attitudes regarding dynamic written corrective feedback.Two parallel classes in the first year of a senior high school in Jiayuguan were selected as research participants and were then randomly divided into the experimental class and the control class.The experimental class,with 55 students,was taught with dynamic written corrective feedback,while the control class,with 56 students,was taught with direct written corrective feedback.And the students in the experimental class were divided into three levels to study the effects of dynamic written corrective feedback on their English writing accuracy.Before the experiment,the pre-test was conducted in both classes.After six tasks of written corrective feedback,the post-test was conducted in both classes and the questionnaire was conducted in the experimental class.The results were analyzed by SPSS 27.0.The results show that dynamic written corrective feedback is effective in improving senior high school students’ English writing achievements;dynamic written corrective feedback is beneficial in improving the English writing accuracy of students at different levels,with high level students showing the most significant improvement in English writing accuracy,followed by medium level and finally low level.The questionnaire reveals that students have positive attitudes towards teacher’s dynamic written corrective feedback and consider it is positive in the improvement of senior high school students’ English writing.This study has implications for senior high school English teachers on how to provide written corrective feedback for students.Teachers can choose dynamic written corrective feedback to help students improve their English writing achievements,and help students with different levels improve writing accuracy.However,there are some limitations to be further studied in the future.