A Study On The Role Of Teacher Feedback In Improving Students' Noticing Quality Of Linguistic Forms In English Writing

Based on noticing and teacher feedback theories, this thesis investigates the role of teacher feedback on improving learners'noticing quality or writing accuracy and what type of feedback can generate better effects. Both qualitative and quantitative methods are adopted in the study. The two questionnaires aim at knowing students'attitude toward to teacher feedback in English writing and the feedback provided in experiment respectively. The experiment is composed of two pieces of writing for pretest and four passages writing. The result shows that both types of feedback can improve learners'noticing quality but there are no significant differences between their effects. It implicates that, however, although these simple teacher feedback cost less time and simpler for teachers to comment on students'linguistic errors, they have no significant effects on improving students noticing quality. Therefore, more detailed feedback should be encouraged to provide in order for improving students'noticing quality better.