A Case Study Of The Characteristics And Effects Of Teacher Written Feedback In Senior High School English Writings

In senior high school English class, writing teaching is always an important but difficult part. The research of teacher written feedback in senior high school English writing teaching is an issue less studied before. And there are still some controversies in the necessity of teacher written feedback and the effectiveness of different types of feedback. In the real situation of senior high school English writing teaching, teacher written feedback is still the main way of giving feedback, but different teachers and students may have different attitudes and views about giving and receiving teacher written feedback in practical operation. Teachers, who act as the readers and valuators of students’ writings, pay more attention to the overall improvement of students’ writing abilities and confidence. It’s still a confusion for teachers of how to provide effective and constructive teacher written feedback, some teachers even have no ideas of it. So, the author of this thesis mainly discusses the characteristics and effects of teacher written feedback in senior high school English writing teaching, aiming to provide some suggestions for teachers to improve teacher written feedback.This research is a case study in a semester of a female English teacher of No.1Middle School in Shangrao, Jiangxi Province. The author collects 28 students’ English writings, with 6 writings for each student. Thus, they constitute 168 writings altogether. The research is aimed to discuss the characteristics and effects of teacher written feedback in senior high school English writings based on the analysis of the compositions and the students’ questionnaire which is designed to show the students’ attitudes and opinions to the writing and teacher written feedback. The concrete research questions are as follows:(1) What are the characteristics of teacher written feedback in senior high school students’ English writings?(2) Does teacher written feedback have influences on students’ English writings? Do students improve their writing abilities under the guidance of teacher written feedback?(3) What are the attitudes of students on teacher written feedback?The result of this research shows that:(1) The diversity of the types of error feedback is not obvious and direct error feedback is put in the central place; Non-errorfeedback is mainly made up of comments on grammar or language use and words of encouragement, and it also covers other parts of the writings. These kinds of non-error feedback are popular among students;(2) Teacher written feedback has influences on students’ English writings in varying degrees and most of the students get promoted after getting a semester’s English writing training and teacher written feedback;(3)Chinese students all regard teacher written feedback as an important part in their writing learning process. But due to the differences of their personalities, educational backgrounds, language proficiency and learning motivations, they have different attitudes and preferences to teacher written feedback. This research has some inspiring significance in how to provide effective teacher written feedback for Chinese senior high school students.