A Contrastive Study Of Effects Of Different Types Of Feedback On The English Writing Of Senior High School Students

Keh(1990)defined feedback as the information that reader supplied to author for author’s further modification.Recent years,the Automated Essay Scoring has applied(AES)to evaluate and provide feedback automatically,which attracts considerable attention at home and abroad.At present,the major focus of AES research has been to prove its validity and reliability and explore the application of English writing of college students.However,there are only handful of studies on contrasting the effects of different types feedback(the teachers’ written corrective feedback and the combination teachers,written and the AES feedback)on the English writing accuracy,much less to contrast the effects of different feedback on different error categories.Therefore,the study aims to investigate the different types of feedback on English writing accuracy and different error categories.Based on the noticing hypothesis,interaction hypothesis and process writing theory,two questions are raised in this present study:(1)What are the effects of different feedback(the teachers’ written corrective feedback and the combination teachers" written and the AES feedback)on the writing accuracy of high school students?(2)What are the effects of different feedback(the teachers’ written corrective feedback and the combination teachers’ written and the AES feedback)on the different error categories of senior high school students in English writing?A total of 50 high school students of Grade two involved in present study were from a normal high school in Hunan Province,who were divided into two groups:Control group(receiving teachers’ written corrective feedback only)and Experimental group(receiving the combination of teachers’ written and the AES feedback).The participants of two groups were required to take 6 writing tests(including pre-test and post-test).The experiment lasted 12 weeks,and the date collected was analyzed by Independent Samples T-test and Paired-Sample T test of SPSS 22.0Here are the findings of the study:(1)Both of the two types of feedback have significant effects on writing accuracy,and the combination feedback outperforms the teachers’ written feedback only.(2)Both of the two types of feedback have significant effects on each error categories,especially lexical errors and grammatical errors.Besides,the combination feedback is more effective.The results manifest that it is necessary for teachers to apply feedback in English writing for high school students,and the ASS feedback is both effective and feasible.The combination feedback is more effective than the teachers’ written corrective only on the writing accuracy and each error categories,which contributes to the improvements of English writing ability of high school students better.Due to the limitations of resources like time,there still exists some limitations:(1)The results are remains to be further proved considering the limited experimental period and sample size.(2)The experiment lacks Control group with no feedback.