A Study On Beliefs And Practices Of English Teachers’ Feedback In Senior High School

Teacher’s literacy,as the vital part of teacher professional development,has gained much attention in recent years.Feedback literacy,which was proposed as a component of teacher’s literacy,has also received attention from scholars at home and abroad.The previous studies has proved the importance of feedback to teaching and learning,but the existing researches focused more on written feedback and corrective feedback.Researches relating to feedback,oral feedback used in teaching process,mostly concentrated on the discourse.Seldom researches,especially domestic researches,investigated the beliefs and the bilateral relationship between teachers’ feedback beliefs and practices.This study aims to investigate the features of teachers feedback beliefs and practices,the relationship between them and the attributions underlying it.By reviewing the relative literature abroad and at home,the core concepts are defined on the basis of speech act theory,the research value is supported by the information processing theory,the research framework is established by integrating the previous studies,the underlying attribution is analyzed under the mode created on the premise of the planned behavior theory.The sequential mixed research method is adopted in this study,containing questionnaire,classroom observation and semi-structure interview,to answer the following four research questions:(1)What beliefs do senior high school English teachers hold on the feedback?(2)What’s the features of senior high school English teachers’ feedback practices?(3)What are the relationships between teachers’ feedback beliefs and their actual feedback practices of senior high school English teachers?(4)What affects the relationships between teachers’ feedback beliefs and their actual feedback practices of senior high school English teachers?220 questionnaires have been answered by 220 English teachers in senior high school,16 teachers’ 48 English classes have been observed and recorded and 16 teachers have been interviewed.By analyzing the data of questionnaire,classroom observation and interview,the answers of the four research questions have been identified.From the perspective of teachers’ feedback beliefs,the majority of the respondents believed in the significance of feedback in teaching,learning and teacher-students relationship,accepted feedback should be timely,accurate,specific,personalized and encouraging and mentioned various feedback types would be used during their class.While due to some internal factors,such as lack of systematic understanding of feedback and before-class preparation,and some external factors,like few teaching training programs related to feedback and heavy-burdened teaching environment,resulted in the low efficiency of teachers’ real feedback practices.The relationships between teachers’ feedback beliefs and practices appear intricate.Based on the research findings,suggestions for front-line teachers,schools and educational administrators are proposed to promote teacher’s feedback efficiency.In the end,the research limitations and further research suggestions have been sketched.