Empirical Studies In High School English Teacher Teaching Writing Written And Verbal Feedback

English writing has always been a key point and a difficult point in the processof English teaching. There are a lot of problems in English writing of the senior highschool. So how to improve students’ English writing becomes one of the mostimportant problems in English teaching. Teacher feedback, the important part inwriting correction, means teacher provide suggestions for the errors in students’writing, which aims at improving students’ ability to write accurately. Although inrecent years, the issue of teacher feedback has attracted enormous interest fromresearchers and teachers alike, there are still no clear answers to the effectiveness ofdifferent type feedback. Teacher feedback includes written feedback and oralfeedback, but experimental study on the effect of these two kinds of feedback isespecially in short in Chinese context. As a response in this respect, the current studyaims at investigating the effects of teacher’s written feedback and oral feedback,particularly the influence of different feedback types on students’ writing, and theimplications for English writing teaching in senior high school.Based on second language acquisition theory and English teaching theory, thepresent study is attempted to find the answers: whether two different types teacher’sfeedback can improve students’ writing ability; whether the students accepted twodifferent teacher’s feedback vary in English writing; and what are students’ attitudesand preference toward two different types of teacher feedback? The samples in thisexperimental study are80students selected from two classes in grade two in Xi’anQinchuan middle school. By the methods of experiment and questionnaire, the authoranalyzes the data with the help of SPSS19.0. The results indicate that both of theteacher’s written feedback and oral feedback can improve students’ writing ability.The effects of teacher’s feedback are different according to different feedback types.Among the two teacher’s feedback types, written feedback has more effects inarticle’s content and grammar, and oral feedback pays more attention in article’sstructure. Moreover, the results of questionnaire also suggest that students show morepreference to teacher’s written feedback meanwhile they admit the importance of oral feedback. The results of the study confirm the importance of teacher’s feedback inlanguage teaching and thus shed some lights on teachers’ response to students’writing. Finally, the limitations of the present study are discussed and somesuggestions for future research are also made.