A Study On The Present Practice Of Teachers’ Written Feedback On Students’ English Writing In Senior Middle Schools

Writing, as one of the four basic linguistic skills, is an inevitable part of Englishteaching. English writing is the most important measurement of language output.However, the English writing level of Chinese senior school students is not goodenough. Teachers’ written feedback is one of the important factors influencing thewriting results in English writing. What’s more, since the process writing wasintroduced into the SL writing teaching in the1960s and1970s, feedback has becomean important part of writing teaching, but there are few researches on this part.This thesis chooses the input hypothesis and interactive hypothesis of the SLA asthe theory basis. The research on the present practice of teachers’ written feedbackwith questionnaires, interviews and data collections from part of teachers and studentsof three senior students from Xiangtan City and Liuyang City partly reflects theattitude, practices and puzzles from both the teachers and the students focusing on thequestions. The survey results show that most of the teachers and students aredissatisfied with the current teachers’ written feedback with hope to change it. Forstudents: first, about one-third of the respondents said they did not like writing, andalthough more than half of the students believe that their writing ability is determinedby teachers’ effective feedback, yet just very few students have confidence in theirown writing ability; then, many students are not satisfied with the feedback given bythe teachers in the teaching of writing; last, not forming the appropriate learningstrategy of English writing, students lack the capacity for self-modification. Forteachers, teachers still use the traditional feedback methods which is relatively simpleand poor validity; the feedback being received from the teachers are not consistentwith the feedback of teachers expectations; teachers lack effective mechanism ofwritten feedback.In view of the above, the author acquired some enlightments on teachers’ writtenfeedback and writing teaching by combining the problems that occurred in theinvestigation. The implication for the teachers’ written feedback: firstly, teachersshould treat the revision feedback as the middle part not the final part in the writingteaching procedures; secondly, teachers should provide the written feedback in time;thirdly, more feedback on the contents should be given; fourthly, accurate revision view should be awarded to the students. The implication for the writing teaching: first,teachers’ feedback promotes the enthusiasm of the students’ writing; second,teachers’ feedback encourages students to use multiple correction strategy; third,teachers are required to update the concept of writing teaching.