Study On Students Involving In Feedback Of High School English Writing Class

In recent years,feedback in English writing teaching has been paid more and more attention by the academic circle and widely practiced by the educational circle.Many studies have proved that the feedback in English writing class with the participation of students produces good effects.From the form adopted,peer feedback and self-evaluation are mainly used by students in English writing class.Although various feedback and evaluation methods have been widely recognized for their advantages in improving the second language writing ability,the reader’s awareness can be gradually deepened,and the cooperation among students can be more efficient.Little is known about the effect of the rules and implementation of students’ participation in classroom feedback in writing class,its influence on senior high school students’ English writing ability is deeper.This paper analyzes the current situation of English writing feedback,discusses the change of evaluation paradigm,collects and sorts out relevant literature,and at the same time makes use of the theories of formative evaluation and cooperative learning,the author designed an action research on students’ involving in feedback of high school English writing class.The paradigm of this action research is based on plan-action-observationreflection,and the action research is completed through three rounds,with each round respectively focusing on raising students’ interest in writing and participating in feedback,improving students’ ability of writing and enhancing students’ involvement in class feedback.Including classroom observation,interviews and so on,are used in the data collection and analysis of this study.After the completion of three rounds of action research,it can be concluded that the effective development of feedback in senior high school English writing class can effectively promote the improvement of students’ writing ability,and the content and structure are specifically reflected.Besides,it is also beneficial to students’ writing strategies,interests and cooperation.During the process,teachers and students jointly participate in the determination of the implementation mode and evaluation rules of feedback and clarify the learning objectives.In terms of implementing strategies,students can work in designed groups to understand and employ feedback mode and evaluation rules.It can be concluded that students’ involvement in writing class feedback calls teachers’ and students’ more attention to the process evaluation of writing,the main position of students in the process of classroom evaluation is emphasized,and students have stronger autonomous learning ability,but the feedback mode may be limited by the pressure of test and the rigidity of traditional evaluation mode.