Research On The Effects Of Teachers’ Corrective Feedback On The Usage Of Articles In Vocational College Science Students’ English Writing

During Chinese students’ English learning process, writing is one of the partswhich is difficult to masters. Especially for those who are in non-English majors, theyoften make all kinds of mistakes in their writing. However, they remain controversialtopics in the academic circles whether the written feedback is effective and which kindof feedback is more effective for writing. During the past years, researches on whetherwritten feedback can enhance L2learners’ writing level in China are remarkably lessthan those carried out in foreign countries.Learners of intermediate level and above already have begun to learn English articles,that is to say, they will appear in their writings, with indefinite and definite articlesexpressing firstly mentioned and anaphoric reference separately. In teaching practiceof English writing, the author finds that the articles is an obstacle for L2learners,especially for those whose mother languages don’t include any articles. Therefore, thispaper chooses vocational college English learners to carry out the empirical study oncorrective feedback. It’s aimed at researching on the effects of direct and indirectfeedback on EFL learners’ articles acquisition during the writing task activities.This study lasts5weeks, and takes150vocational college science students asexperiment objects. There is1pre-test,3task activities and1immediate post-test and1delayed post-test. This paper uses SPSS17.0to carry out qualitative and quantitativeanalysis on the data. The main statistical approaches are the descriptive statisticalanalysis, the One Way ANOVA, the Paired-Samples T Test and theIndependent-Samples T Test. With the analysis on the empirical data, this paperreaches the following conclusions:1) English written corrective feedback has remarkable effects on Chinese EFLcollege students’ articles learning, and both kinds of corrective feedback areeffective.2) Direct feedback can promote the students’ accuracy of article usage in theirwriting more effectively than indirect feedback.3) The English basis of vocational college science students is relatively weak,especially in terms of grammar and lack of vocabulary. Therefore, directfeedback is more able to raise their attention to mistakes.Based on the above results, this paper provides proof for whether correctivefeedback can enhance L2learners’ writing accuracy, and offers some advice on the English learning and teaching during classes. Teachers should encourage learners toexpress and write something, and provide the direct written corrective feedback forthem. Furthermore, teachers should help students to be independent writers who areable to improve their own writings.