The Survey And Research On The Current Practices Of Teachers’ Written Feedback On The Students’ Writing In Chinese College

Teacher written feedback is a central concern for both L1and L2writing teaching research. Among numerous researches in teacher written feedback, although several researches have investigated students’perceptions of teacher written feedback, little research has focused on teachers’self-assessments of their written feedback, and on the relationships between teachers’self-assessments of their written feedback and students’perceptions on the feedback, actual teacher performance, and teachers’ written-feedback concept. In Chinese college English writing teaching process, teacher written feedback has played a significant role. Thus, effective teacher written feedback and students’ correct understanding and insight into it could facilitate and improve students’writing skill. Therefore, the current study aims to investigate the following issues:1. What is the amount and type of current teacher written feedback?2. Will disparate students’writing level affect the amount of teacher written feedback?3. What is the link and relationship between teachers’self-assessments for their written feedback and students’perceptions on it?4. What is the relationship between teacher self-assessments of written feedback and their actual performance? 5. Throughout the writing process, do teachers focus their comments on the aspects of writing the way they believe they should?This study randomly selects72non-English major students and their12English teachers as subjects from Long Dong University. All of the subjects are divided into12groups, each consists6students and1teacher. In the experiment, all students have written five compositions, three drafts for each, and for each draft teacher would provide written feedback for his students. After that, all of the drafts are taken back, and then teachers and students will finish a questionnaire separately to assess their given feedback or their teachers’written feedback throughout writing process. Finally, the questionnaires are taken back. At last the researcher has calculated the amount of teacher written feedback and made several one-way ANOVA analyses for questionnaires with the assistance of SPSS11.5. The results indicate that:1. Teachers give more written feedback on local issues when compared with global feedback.2. Disparate students’writing level do not affect the amount of feedback that teacher gives.3. Teachers’ self-assessments for each category of feedback could not match well with their students’ corresponding perceptions on it.4. Teachers’ self-assessments of written feedback could not follow their actual performance.5. Throughout the writing process, teachers’comments do not focus on the aspects of writing the way they believe they should. According to the experimental results and the later return visit to the subjects, the current research comes to a conclusion:although teachers’self-assessments of their written feedback do not match well with students’perceptions on it, and this indicates that teachers may not completely aware of the amount of local and global written feedback given in the students’writing, and of their follows to their beliefs on written feedback; students for the most part feel that an adequate amount of feedback is being provided in each of the areas of their drafts, and think it can improve their writing skills and too much interference will make them lose confidence in their writing. In the thesis, the author will analyze and discuss these issues.This study is a further exploration for teacher written feedback in foreign language writing teaching. And the results have significant pedagogical implications for college English writing teaching and have provided suggestions for teachers’ given feedback and for students’choice of teacher written feedback in the process of writing in order to improve the quality and effectiveness of teacher written feedback and students’writing skill.