The Effect Of Different Teacher Feedback Types On English Writing Of Students At Different Proficiency Levels

As we all know,English writing is one of the four skills “listening,speaking,reading and writing” that senior high school students shall grasp.As an indispensable part of English teaching,English writing is the key and difficult point in English teaching.How to improve the writing ability of learners is always an important subject faced by the teachers in senior high school.Based on this,as an important part of English writing teaching in senior high school,teacher feedback is particularly important.Although many domestic and foreign scholars have carried out extensive discussion on the teacher feedback from various perspectives,these discussion are mostly the summary and rearrangement based on the previous theory and the research objects are mainly concentrated on college students with relatively high writing proficiency.In this study,the author takes senior middle school students as the research object and adopts both quantitative and qualitative research methods.Through experiments,questionnaires and interviews,the author mainly intend to solve the following questions:What are the different effects of different types of teachers' written feedback on improving students at different proficiency levels in the aspect of English writing? What are the attitudes,preferences and expectations of students at different proficiency levels on teachers' corrective feedback?The testing results show that both direct and indirect feedback have positive effects on the improving of students' English Writing Proficiency.Compared with indirect feedback,most students,especially less advanced students attached more significance of direct feedback in improving their writing ability.In terms of the acceptance of the feedback they used,students in indirect feedback class have greater difference than that of direct feedback class.Some students' writing ability in indirect class improved obviously,while some students' score just improved a little.Besides,as to different and concrete types of errors,suitable feedback is also different according to students' writing proficiency level.For substance error,excellent students had better use indirect feedback.For text error,direct feedback has a more significant effect on the three types of students.For discourse error,intermediate level students and less advanced students should select direct feedback.Furthermore,most students agree that teacher's written feedback has a great influence on their English writing,but they still don't have serious attitude to the feedback they received from teacher.Meanwhile,most students prefer to use direct feedback and expect teachers to correct all errors in their writing.But as to long-term development,some students also admit the importance of indirect feedback.Based on the above findings,the author puts forward five suggestions,hoping to improve the English writing ability of senior high school students by improving the efficiency of teacher's written feedback.