The Empirical Study On The Same Level Fusion Feedback In Senior High School English Writing Teaching

English writing has been playing an important role in English which should not be underestimated. With the publishment of New English Curriculum for Ordinary High Schools, there are higher demands for English writing. However, the current situation in senior high school is unsatisfactory and problematic. The traditional writing teaching adopts the “product-focus” method only giving the most attention to the final draft. Therefore, teachers have to bear so extra workload and burdens that there is no much time for them to give careful review and comment on student’s writing. Besides, students undertake a passive role in the whole process of writing. Not enough attention is given to the specific mistakes in writing. Sometimes students just glance at the errors and then throw it away, which makes it obvious that students’ writing proficiency has not been improved effectively. In order to meet the higher level requirements in writing and solves the current problems, it is extremely necessary to try new writing teaching method. And the same level fusion feedback rises in response to the problem.The same level fusion feedback, including peer feedback and self feedback, is based on the process writing theory, cooperative learning theory, zone of proximal development and metacognitive theory. The research aims to answer the following questions:1. Can the learner autonomy in English writing be promoted by the practice of the same level fusion feedback?2. Can the same level fusion feedback improve students’ writing scores?3. What’s the attitude of students towards writing after using the same level fusion feedback?The participants in the experiment are from two parallel classes of Grade 2 which are from Jinzhou No.1 Senior High School in Hebei province. There are 84 students in total and both 42 students in each class. In the teaching process, the teacher teaches experimental class writing by using the same level fusion feedback, however, the control class adopts the teacher feedback teaching methods. The experiment adopts the qualitative and quantitative research and the instruments include questionnaires, tests, interview and criteria of feedback and SPSS.Data analysis of the questionnaire about the learner autonomy proves that students in the experimental class have higher ability in setting learning goals, applying autonomous study strategies and evaluating learning outcomes, which means the learner autonomy of students has been improved effectively. Besides, by analyzing the results by SPSS 17.0, the writing scores have improved greatly in EC. What’s more, the questionnaire of attitude towards writing shows that students have more positive attitude towards writing after using the same level fusion feedback. They have changed their writing habits and they like more rounds of feedback than just one feedback. In addition, students in EC have better self fulfillment than before.In conclusion, the findings of the experiment can be hoped to provide some feasible and useful references for the English writing teaching in senior high schools so as to get students’ writing ability improved step by step.