A Case Study Of Teacher Written Feedback In English Writing On Senior High School

With the development of world economy and globalization, English has become a bridge for people in different races and regions to communicate, and English writing has always been a key and difficult point in the process of English writing, which has drawn more and more attention. However, there are a lot of problems in English writing. The results of different tests and researches have shown that English writing at senior high school is far from satisfactory, so it is still the weak point in the English learning. It’s known that students’ writing skills are influenced by many factors, such as, education background, the writing level of their mother language, the knowledge of English writing. This study will discuss the influence and effect of teacher written feedback on students writing. Because how to provide appropriate feedback on students writing has become one of the many important research focuses in the English writing teaching and scholarship. According to the feedback theory, feedback is a critical, guiding element in the process of English writing teaching and learning, which refers to the information provided by a reader to a writer, contributing to helping the writer make modification.This study is based on the theory of the process approach and learning motivation, which aims to investigate the present situation in teacher feedback to students writing in senior high school and problems behind the current feedback between teachers and students. The author of this study hopes to find out whether teacher written feedback can motivate students to improve their writing; how teacher written feedback improve students writing skills; and what attitudes or opinions students hold towards the feedback in this study. The participants in this study are 90 students selected from two classes in senior 3 in Jiang’an middle school of Sichuan Province. By the methods of test and questionnaire, the author analyzes the data. The results of the study fully confirm the truth that teacher feedback really does motivate students to improve their writing ability. After receiving teacher written feedback, students learn to make fewer mistakes either finding their own mistakes or making their own revisions. What’s more, students are really aware of the urgency of the problems in their writing. The results of the questionnaire indicate students prefer indirect coded feedback. Meanwhile, they express their thoughts on the current teacher written feedback.Although the present study is conducted among one middle school and the data are rather limited, the author believes that the data can still represent to some degree the real situation of teacher written feedback in senior high school. It’s hoped that this study will contribute to arousing the attention of both teachers and students in senior high school to the problems existing in teacher feedback and to the development of writing skills.