Research On The Present Practice Of Feedback On Students’ Writing In Senior Middle School

Feedback on students’writing and its function has been an important research subject. With the focus of composition instruction on the Product Approach shifted to the Process Approach, the study of composition commentary for writing has developed extensively. Only a little focuses on teachers’written feedback in senior high school, though. Writing is riot only the key point and aporia of English learning but of English teaching. It is really EFL teachers’headache how to give effective feedback and how to bring teachers’feedback into full play in composition instruction. It has been realized that how to judge writing-influences EFL learners’learning effect.This study is aimed at learning the present practice of teachers’feedback on students’writing in senior high school and proposing some operable approaches. Thus a survey was made among EFL teachers and students of a senior school in Yueqing, Zhejiang Province. The result of the questionnaire confirms the weight of teachers’ feedback in composition instruction and partially reflects teachers’and students’ acceptability and acquaintance with writing feedback simultaneously, as well as its type, approach and validity, etc. Through an open-ended question, the questionnaire has also collected a lot of comments and suggestions. As is shown in the survey, composition correction and feedback is mostly performed by EFL teachers while peer feedback or self-feedback is rarely done and the latter mode is referred to as dissatisfactory; Grammar and vocabulary is the main content of the writing feedback; the current mode of feedback is not satisfied by either teachers or students, who hope to improve it to promote writing. Based on the survey, the thesis proposes some suggestions that the writing feedback should be phased, long-term, well planned and systematically implemented as the composition instruction. Teachers should give diverse feedback as per various students’ different learning levels. The focus of feedback content should be adapted according to different linguistic requirements of each term. Students should step up to accumulate language while teachers should pay more attention to the instruction of writing skills and methods and attach more importance to writing feedback.