The Effect Of Teacher-Student Conference On Writing In Secondary School

In today’s teaching situation, product-oriented approach still existed in theteaching of English writing in secondary school. Teachers paid attention to grammar,ignoring the development of students’ writing skills. However, the occurrence of theprocess-oriented approach shed lights on the teaching of English writing, and itstressed the effect of feedback on the development of writing skills. Teacher-studentconference is one type of feedback which students solve problems with the help ofteachers through face to face discussion.This study was an empirical study which tried to examine the effect of teacher-student conference on English writing in secondary school. Specifically, it examinedthe following three key research questions:1). Does teacher-student conference feedback improve students’ content inwriting?2). Does teacher-student conference feedback improve students’ organization inwriting?3). Does teacher-student conference feedback improve students’ language inwriting?In order to solve the above three questions, the author chose two classes whichone was the experimental group, the other was the control group. And the subjectswere senior high school students of art, Grade2. The number of students in theexperimental group was29,31in the control group. To the students in theexperimental group, T-SC was given to them every week. Each time, only one aspectwas discussed. In the whole process, each student in the experimental group wrotenine compositions, the experiment lasted for two months.After finishing the experiment, some relevant data were obtained by the authorand the data were run by SPSS. Through descriptive statistics, Independent Sample TTests and Paired Sample T Tests, this study gathered the following results:1) The writing ability of the students in the experimental group was improved,including content, organization and language of the writing. Among those threespecific aspects, language had got the greatest improvement..2) Compared to the achievement in the pre-test, the mean of language in theexperimental group was15.43，which was2.21higher than that in the pre-test; themean of organization was15.86,1.36higher than that in the pre-test. And the mean of content was22.72,1.15higher than that in the pre-test.The present study validated a method that could strengthen the effectiveness ofEnglish writing in secondary school to some degree and shed light on later researchof English writing and feedback. However, because of the constraints such as timeand other factors, this experiment had its limitations and left some issues for furtherexploring.