An Investigation Into Teacher’s Feedback On Student’s English Writing In Junior Middle School

Writing, as one of the major goals of English learning, makes profound effect onthe improvement of English ability. However, present English teaching in juniormiddle school remains as the weak link. Therefore, the improvement of writingteaching is always the focus of study both at home and abroad. Feedback is anessential part of writing teaching. Among all forms of feedback, teacher’s feedbacktakes the leading part. As a result of that, study on teacher’ feedback is needed. Basedon the previous study and the basic principle of feedback, this thesis makes aninvestigation aiming at revealing that whether there exists difference betweenpresent practice of teacher’s feedback and student’s expectation of it.Using the method of questionnaire and interview, this thesis investigates213students and50teachers and aims to answer the following questions:1) what isstudent’s attitude towards English writing and teacher’s feedback? What aboutteacher’s attitude towards teacher’s feedback?2) what is the present practice ofteacher’s feedback on student’s writing?3) what is student’s response to teacher’sfeedback?4) Does the present feedback from teachers meet the expectation ofstudents?By using SPSS13.0, this thesis makes a quantitative study that is the descriptiveanalysis and independent t test of the data collected from questionnaire. On the otherhand, this thesis adopts qualitative study, the interview, to make a comprehensiblestudy. The finding is as follows: firstly, as for teacher’s and student’s attitudes towardsEnglish writing and teacher’s feedback, most of teachers and students responsepositively, holding the idea that teacher’s feedback is essential towards Englishwriting. However, it is also found that students hold negative attitude towards Englishwriting teaching. Secondly, this thesis finds that product approach instead of processapproach is mainly adopted in English writing teaching in junior middle school. Students lack initiatives in writing and write only one draft for their compositions.Thirdly, this thesis finds that there exists no significant difference between teacher’sfeedback and student’s expectation of it. However, significant differences do exist insome items of the questionnaire. Lastly, this thesis finds that these differencesoriginate in teacher’s lack of time and energy as well as the difference of the opinionsbetween teachers and students.Based on the investigation, this thesis makes some pedagogical suggestions onEnglish writing. However, further study is needed because of the limitations of timeand other factors.