A Survey Of The Present Situation Of Teachers’ Written Feedback On Students’ English Writing In Senior High School

In English writing, teachers’ written feedback is an important approach for teachers to input useful information to students in various ways. Teachers’ feedback with amounts of useful information not only provides students with suggestions for improvement but also builds up their confidence and develops their interest in English,thus promoting their learning capability.This thesis is intended to study the present situation of teachers’ written feedback in senior high school students’ English writing. The present situation of the teachers’ written feedback is a topic that is stated from the following three aspects in this thesis,namely, senior high school students’ and teachers’ cognition of teachers’ written feedback, teachers’ written feedback in reality and students’ response to teachers’ written feedback.310 senior three students from 6 regular classes and 20 senior three teachers in Su Qian Middle School are the subjects of the study. In the process of the survey, a student questionnaire and a teacher questionnaire are finished, followed by the analyses of 80 copies of senior three teachers’ written feedback and two interviews. The survey attempts to respond to the following three questions. First, what is senior high school students’ and teachers’ cognition of teachers’ written feedback in English writing?Second, what is teachers’ written feedback in reality, including its time spending,contents, form, focus, types and so on? Third, what is senior high school students’ response to teachers’ written feedback after receiving teachers’ written feedback?Through the survey, the questions are answered accordingly.After analyzing and discussion, the author draws conclusions of the survey. First,as for students’ and teachers’ cognition of teachers’ written feedback, most students and teachers think that teachers’ written feedback is important and necessary. Besides,students have high and concrete expectations of it. Second, as to teachers’ written feedback in reality, teachers often spend a long time in giving feedback,the contents often contains scores, selective correction and simple commentary, the focus of teachers’ written feedback is grammar and vocabulary,there is more negative feedback than positive feedback and the form of feedback tends to be simplex and boring. Thirdly,students do not respond to teachers’ feedback actively, ignoring the subsequent work ofrevision and some efficient measures.This research on teachers’ written feedback may have many limitations. However,it brings attention to teachers’ feedback in senior high schools and promises to help improve the effectiveness of teachers’ written feedback.