| Feedback plays a central role in writing development(Yang,Badger & Yu,2006:279). However correcting students' writing is one of the most time-consuming tasks for our senior English teachers.By conducting a survey of direct feedback and indirect feedback in students writing the author tries to test the following hypotheses:1.Will it be an effective approach to use the indirect feedback in students' writing as a complimentary method?2.Does the direct feedback restrain the students from correcting the errors themselves?3.Will it be an effective approach to use the indirect feedback in improving students' grammatical and lexical level?4.How will students respond to the teacher's indirect feedback comparing with the direct feedback?In order to illustrate the influence of teachers' direct feedback and indirect feedback on senior middle school students' writing,the author gives direct feedback to the controlled class and indirect feedback to the experimental class while correcting students' writings.The data analysis of students' writing scores indicates that using indirect feedback in students' writing is a complimentary method of applying direct feedback and both of direct feedback and indirect feedback lead to further successful revisions in most cases.The results of both controlled and experimental classes indicate that the direct feedback has more influence on"the Meaning"and"Wrong word order",while indirect feedback has more influence on"Word spelling","Singular or plural form",and"Subject and verb agreement".The author also interviews some students from the controlled class and the experimental class and finds that both direct feedback and indirect feedback play a very important role in the students' revision of writing.By analyzing the data from the questionnaire,the author finds that the students use a variety of strategies to respond to their teachers' comments;Students' responses also shows that students have a variety of problems in understanding their teachers' feedback.
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