Action Research On Formative Feedback In Junior High School English Writing Teaching

English writing is an important output skill and a comprehensive embodiment of students’ knowledge and ability.English Curriculum Standards for Compulsory Education(2022)emphasizes that formative feedback should run through the whole teaching and provide learners with information to narrow the learning gap.In the current English writing teaching in junior high school,most teachers pay attention to the use of formative feedback,but there may be the following problems: students do not modify their writing well according to the teacher feedback;teachers do not adjust their teaching according to students’ opinions.Therefore,teachers’ teaching and students’ learning are not visible enough.This study applies Visible Learning to English writing teaching in junior high school,and explores the following two questions:(1)How to visualize teachers’ teaching in formative feedback based on Visible Learning?(2)How to visualize students’ learning in formative feedback based on Visible Learning?Based on the principle of voluntariness,this study takes 40 students in Grade1 of a junior high school in Z City,Jiangsu Province as research objects.Three rounds of action research will be carried out from three perspectives of the formative feedback model proposed by John Hattie.The first round is Feed Up,focusing on the current goal,that is,where am I going.Students are clear about their personal goals and actively participate in the formulation of evaluation criteria.The second round is Feed Back,focusing on the reflection of the past,that is,how am I going.Teachers organize effective discussions,guide students to choose correct writing strategies,and encourage students to regard themselves as the masters of learning.The third round is Feed Forward,focusing on the future plan,that is,where to next.Students obtain information that has been and has not been understood,and make challenging plans for the next stage.Before each round of action research,Visible Teaching checklist will be given to teachers to make teaching visible.At the end of the writing class,Visible Learning checklist will be given to students to make learning visible.The results show that checklist can visualize teaching and learning.Students clarify personal writing goals and writing strategies,actively participate in the feedback process through Visible Teaching checklist.Teachers clarify the learning progression of students through Visible Learning checklist,so as to adjust teaching and establish positive formative feedback between teaching and learning.Therefore,the formative feedback based on Visible Learning can visualize teacher’s teaching and students’ learning,thus improving students’ English writing proficiency in junior high school.In conclusion,the formative feedback based on Visible Learning provides a new idea for the feedback mode of English writing teaching in junior high school,which is a new attempt of Visible Learning in English writing.The application of Visible Learning and formative feedback in other English learners and teaching areas needs to be further studied.