The Effects Of Teacher Written Corrective Feedback On Grade 2 Junior Middle School Students’ English Writing

Keh(1990) pointed out Corrective Feedback in writing can be defined as the input from a reader to a writer with the effect of providing information to the writer for revision. Teacher Written Corrective Feedback in this paper refers to the any written input from the teacher to the students concerning some aspects of their output,the purpose of this Feedback is to inform students that there is something wrong with the output, and they need to make revision and improvement according to teacher’s suggestions. So, this research conducted the Teacher Written Corrective Feedback experiment to explore the effects of this Feedback to Grade 2 junior middle school students’ English writing. And the research combined the Output Hypothesis and Notice Hypothesis, and the research also gets some previous results about this area.According to experiment, the purpose is to know whether the Teacher Written Corrective Feedback can improve junior students writing marks or not. And also explore the writing mark differences of the students in experimental class from two groups. Then, according to the results of experiment, it supposed to give some suggestions to Grade 2 junior middle school students about Writing Feedback; the purpose is to improve students’ English writing marks.The objects of this research were No.84 junior middle school Grade 2 students,it called experimental class and controlled class,they all do the questionnaire about the Teacher Written Feedback. The purpose is to know the real situations of the Teacher Feedback in junior middle school. The experimental class students will be divided into two groups: A: Direct Corrective Feedback, B: Indirect Corrective Feedback. The controlled class will all take the General Feedback. After 12 weeks meddle in Teaching Feedback, the students who attended the Teacher Written Corrective Feedback made obvious improvement contrasted with the students who received General Feedback. And the students who attended the Teacher Written Corrective Feedback from two groups are both make a progress, but the writing marks of students’ in Direct Feedback group are much higher than the students’ in Indirect Feedback group.The findings were presented as follow: as for the Grade 2 junior middle school students, Teacher Written Corrective Feedback real have the effects on their English writings. Especially, the students who attend the Direct Feedback in experimental class, the writing average scores of Direct Feedback group are become 2.2 much higher than their pretest. Therefore, as author suggests, for the Grade 2 junior middle school students, the teacher can take Written Corrective Feedback to improvestudents’ English writing scores. Especially, the Direct Feedback helps students make a big process in English writing. The reason is, Direct Feedback helps Grade 2 junior middle school students to know the location and reasons of writing errors, and they can notice the errors and reduce the errors in next writing. In this way, teacher can give the useful and explicit feedback. And also the effects and validity of teacher’s written feedback can be guaranteed.