A Study Of Differences In Senior Middle Students’ Reaction To Teachers’ Feedback And The Corresponding Differences In Their Writing Strategies

English writing accounts for one fifth of the total in national college entrance examination and can reflect fully a student’s level in English learning. Teachers’ written feedback does have a significant influence on students’ rewriting and the improvement of their English writing ability. This paper will conduct a research of four common forms of teacher feedback in a senior middle school with the attempt to analyze the differences in students’ reactions to teachers’ written feedback and to study the differences in students’ application of writing strategies(especially in the aspects of the students’ application of cognitive and meta-cognitive strategies) in coping with teachers’ written feedback.This research into English writing will be carried out in Class Six of Grade One in Yangzhong No. Two Middle School from September of 2014 to June of 2015. Throughout the whole year, students will be divided into three groups: the advanced learners; the intermediate learners and less advanced learners according to their performances in Senior-High School Entrance Examination. Eventually, an objective description of each student’s writings will be made based on the four writings. The research attempts to answer the following questions: Firstly, what is the students’ reaction to teachers’ feedback in their second writing? Secondly, what differences do students of different language proficiency levels show in their reaction to teachers’ feedback? Thirdly, what are the differences in coping with teachers’ written feedback when the students are applying the writing strategies(especially in the aspects of the students’ application of cognitive and meta-cognitive strategies)?The research indicates that timely and effective teachers’ feedback of various categories are beneficial to improving different students’ writing abilities as well as their overall mastering of English regardless of their language proficiency levels. The research also implies that the frequency in using cognitive strategy and meta-cognitive strategy in the advanced learners and the intermediate learners is higher than the less advancedlearners. Therefore, conclusions can be made as follows: cognitive strategy and meta-cognitive strategy play an essential role in the improvement of students’ performance in English writing. For the advanced learners and the intermediate learners, they can take advantage of cognitive strategy and meta-cognitive strategy efficiently and take active actions in the writing process.