The Impact Of Teachers' In-class Feedback On College English Learners' Affective Factors

Since 1960s,Humanistic Psychology has been developed.This theory emphasizes individual's inner world,advocating that educators should treat the student as "a whole person".From then on,more and more scholars have paid more attention to individual's affective factors in learning.Later in 1980s,Krashen developed Affective Filter Hypothesis,which points out that student's affective factors could influence language input.Therefore,the emotion of individual is very important in second language learning.As an essential component in language teaching class,teacher feedback is believed to have impact on both cognitive factors and affective factors in language learning process.Although teacher feedback has earned some attention abroad and home,the researches about the impact teacher feedback on student's affective factors are not enough.Therefore,based on Humanistic Psychology,Affective Filter Hypothesis,and Speech Act Theory,the thesis has made a research,trying to find out the impact of teacher's in-class feedback on students' affective factors.The author has employed action research method to support this research.The participants are 74 non-English major students from Beifang University of Nationalities.The research questions are as follows:? What feedback do students prefer in facilitating their learning?? Can proper use of teacher feedback increase student's self-confidence?? Can proper use of teacher feedback enhance student's learning motivation?? Can proper use of teacher feedback reduce student's language anxiety?In order to solve these questions,the author created a three-stage working scheme:(1)Initiation stage(two weeks).In this stage,the author used Questionnaire One to investigate student's initial emotion(self-confidence,motivation,anxiety)condition.Then,Questionnaire Two was employed to find out student's preference on teacher feedback,and accordingly,created an initial feedback strategy.(2)Action stage(thirteen weeks).A proper feedback strategy was used in the experimental class,whije traditional feedback strategy was used in the control class.The proper feedback strategy was concluded from the Questionnaire Two,the classroom interaction,and the interview during semester.(3)Assessment stage(one week).The Questionnaire One was adopted again to evaluate student's final affective condition.Also,an interview was held in the experimental class,in order to find out student's attitude towards teacher feedback.All the quantitative data was processed by SPSS(19.0),and the qualitative data is analyzed into descriptive statistics.The findings of the research are concluded as follows:Firstly,students tend to prefer positive feedback rather than negative feedback,and various feedback strategies rather than monotonous feedback strategy.Secondly,students of different levels of participation in class prefer different teacher feedback.Thirdly,compared with control class,students in the experimental class have more self-confidence and motivation,but lower language anxiety.That is to say,teacher feedback could increase learners' self-confidence and learning motivation,and decrease their language anxiety.Based on the findings of the research,the author puts forward several implications for teachers:? Using proper feedback to satisfy student's affective needs? Using various teacher feedback? Acting as a researcher during teachingThe limitations and the suggestions for the future studies are presented in the last part of the thesis.