A Preliminary Study On English Majors’ Adoption Tendency Of Teacher Feedback In Tertiary EFL Writing

Teacher feedback cannot be neglected in EFL writing, for teacher feedback runs through the whole writing process instead of a single writing assignment (Porto,2001). Teacher feedback plays an important role in improving students’writing levels. Conlon (2008) also points out effective teacher feedback can arouse resonance and build the reliance between the teacher and students. Whether students can comprehend and further adopt teacher feedback is an important factor to examine teacher feedback.The thesis provides an overview of research that has investigated the adoption tendency of teacher feedback and further deepens the understanding of feedback theory in the context of Chinese EFL writing classroom as well as provides empirical research findings for better teaching and learning.Based on teacher feedback theory, combining with Process Writing Theory, Krashen’s (1985) Input Hypothesis, Swain’s (1985) Output Hypothesis and Schmidt’s (1990) Noticing Hypothesis, the thesis is conducted under the background of English majors’writing class in School of Foreign Languages of Beijing Forestry University.100sophomore students are research subjects. The thesis tries to solve the following four questions:(1) Does the students’attitude vary towards teacher feedback under different requirements that they are required to hand in the second drafts or they are not required to hand in the second drafts?(2) What is the proportion of students’noticed errors to their adopted teacher feedback?(3) Which type of teacher feedback the students are more likely to adopt?(4) Are there any quantitative differences in students’revision between students who have got teacher feedback and those who haven’t got teacher feedback?Based on the results, teacher feedback acts a very important role in improving students’ writing levels no matter whether the students are required to hand in the revised drafts. The students are more likely to adopt teacher feedback focusing on superficial errors while they are cautious in adopting teacher feedback concerning discourse errors. Students have preference to indirect teacher feedback of underlining the errors with description. Besides, there does not exist quantitative differences in students’ revision between students who have got teacher feedback and those who haven’t got teacher feedback...