Teacher’s Written Feedback And Its Impact On High School Students’ Affection In Teaching English Writing

The importance of affective factors in language learning has received wide acceptance. This papermainly studies whether teacher’s written feedback can influence students on their affection and theirwriting skills.This paper is based on several important theories, such as humanistic Education Theory, Krashen’saffective Filter Theory, the theory of teacher feedback and some theories related to affective factors. On thebase of these theories there are four experiments were carried out. The purpose of it is to prove thatteachers’ written feedback can influence students’ writing motivation, language anxiety and self-esteem andsuch change can bring benefit to their writing ability. The experiments are divided into three parts: datacollection, data selection and data analysis.The participants are from Xinxiang No.2senior middle school, totaling165students. The researchlasted one semester, and draws the following conclusion:1. most top students’ motivation belongs tointrinsic motivation and their inner interests in English writing is the strongest. Teacher’s written feedbackhas little influence on them. Most average and underachievers belongs to the instrumental motivation. Theyare easily influenced by teachers’ comments. Therefore, teachers’ appropriate comments can promote theirpositive attitude to English writing and then it will help improve their writing proficiency.2. Through asemester’s observation, students’ language anxiety did not change obviously; it is still a biggest obstacle instudents’ English writing. What’s more, this kind of affective factors is difficult to change in a short periodtime.3. Teachers’ positive written feedback can impact students’ self-esteem in positive direction. It canhelp them build up self-image which is helpful to stimulate students’ learning confidence. Overall, studentslike positive, supportive comments in writing.The paper is divided into five parts: the first part mainly introduces the research background, researchpurpose and significance of this thesis; The second part concerns related theoretical basis, includinghumanistic Education Theory, Krashen’s affective filter theory, the theory of teacher feedback and sometheories related to affective factors; The third part is research design, including research objectives andquestions, research subjects, research methods and research procedures. The fourth part is the analysis of the collected data which concerns the impaction of teacher’s comments on students’ motivation, anxiety,self-esteem and writing proficiency. The fifth part is the conclusion part. It concerns the major conclusionof the paper, pedagogical implications in English writing and the limitation of the present study.