A Study Of The Effects Of Teacher Written Corrective Feedback On Writing Accuracy Of Senior High School Students

Teacher written feedback is an indispensable part of teaching writing. A great number of previous researches and studies have found that teacher written corrective feedback is of great significance in improving English learners’ writing ability. However, most of the studies on the effects of teacher corrective feedback were conducted in ESL context and some only made a comparison between the original writings and the revised ones. These limit the significance of their studies in examining the effects of the feedback.This thesis explores the effects of written corrective feedback on students’ writing accuracy in senior high school in China. A comparison of the effects of direct teacher written corrective feedback and indirect written corrective feedback on writing accuracy of Chinese learners in senior high school is made. In addition, both students’ and teachers’ attitudes and preferences to different types of feedback are investigated. The study lasted for 10 weeks, and 120 students of Grade 1 in Liangshan NO.1 Senior High School were chosen to participate in the present study. The participants were from two parallel teaching classes taught by the same English teacher and they randomly assigned to two groups. Writing experiment, questionnaire and interview are designed to answer the research questions.The major findings of the present study are described as follows:(1) Teacher written corrective feedback, whether direct and indirect feedback, is effective in improving students’ writing accuracy.(2) Direct corrective feedback is more effective than indirect corrective feedback in improving students’ writing accuracy.(3) A great majority of senior high school students attach great importance to teacher written corrective feedback in improving their writing accuracy, and most students prefer direct feedback and a combination of different types of feedback to indirect feedback.(4) Teachers in senior high school attach little importance to written corrective feedback in improving students’ writing ability. When providing feedback, they prefer to offer direct feedback in consideration of students’ language proficiency.