A Case Study On The Influence Of Teacher's Written Feedback On Senior High School Student's English Writing

Writing is an important part of English learning in senior high school.It reflects the students' Comprehensive English proficiency.There are a lot of researches and discussions on the improvement of senior high school students' ' English writing level.However,from the perspective of teacher's written feedback,the use of case studies to explore the study of English writing is not much.This paper tries to carry out a case study and an in-depth analysis of the characteristics of teacher's written feedback,trying to improve high school students' English writing level and to find proper teacher written feedback mode,in order to provide some help and enlightenment to English Writing Teaching in senior high school.In the study,we chose H teacher and her parallel class from LS middle school as the research object.The study sample selected 30 students during the second semester of high school to complete the composition of the four,a total of 120.This paper attempts to answer the following questions: first,how do H teachers give written feedback? Second,what are the effects of H teacher's written feedback on students' English writing? Are there any differences in the effects of different levels of students? Third,how do the students evaluate the H teacher's written feedback? What are the differences between different levels of students' expectations of teacher feedback? To solve the first problem of this study,I use the literature method.On the basis of previous literature review,this paper classifies the forms of H teachers' written feedback from different angles,calculating the number and percentage of each type of feedback,and summarizes the characteristics of H teachers' written feedback.To solve the second problem,I use the research method,the whole score,comparing average score of the first composition and the fourth composition from the three groups of students to determine whether students' English writing ability is improved or not,and whether there are differences in each group increased;By calculating 100 word error method to compare the average number of two compositions to determine whether the students' writing accuracy has been improved or not.The third question is to understand the students' attitudes and expectations of H teachers' written feedback.Through the study we find: firstly,in the form of written feedback,the quantity of form feedback is more than content feedback;the quantity of direct feedback is more than indirect feedback..Secondly,H teacher written feedback has positive effects on students' English writing learning.H teachers' feedback can promotes students' English writing level,reducing the error rate of students' writing level.The middle level students make greatest progress,followed by lowest level students,the least is high level students.Thirdly,Again,through the questionnaire survey we found that most of the students approve H teacher written feedback;Expectations from different writing levels are different.High level students love indirect feedback,low level students love affirmative comments specific and low level students hope to reduce the quantity of direct feedback.