An Empirical Study Of The Effect Of The Indirect Feedback On The Students' Writings Of Grade One In Senior High School

Most middle school students find it hard to acquire writing proficiency in the process of learning English.With the development of process teaching method,teachers' written corrective feedback has become an essential part of English writing teaching.How to use corrective feedback to promote the students' writing accuracy has become a hot topic for researchers in Second Language Acquisition.There are lots of studies related to two main kinds of corrective feedback — direct and indirect feedback,but the results are still controversial.This thesis aims to explore the application of indirect feedback in the writing teaching classes by comparing with direct feedback.With literature analysis,the experiment and the interview,the author mainly carried out an empirical research for one semester in Nanjing No.2 Middle School from September,2017 to January,2018.The subjects of the experiment were 83 students from two classes of Grade one,who had no significant differences after a pre-experiment test.The author regarded Class7 as the Experimental Class,giving indirect feedback to students on their writings and regarded Class 1 as the Control Class,giving students direct feedback on their writings.The present study proposes two hypotheses: 1)The indirect feedback is more effective than the direct feedback in reducing students' writing errors;2)The indirect feedback is more effective than the direct feedback in improving the writing scores of students.At the end of the experiment,twelve students from the two classes,six in each class,were chosen randomly to complete an interview with three students from the high level group and three students from the low level group in each class,to verify the numerical data.The major findings of the present study are summarized as follows: Firstly,there is a significant difference(P=0.044<0.05)in the error ratio between the two classes,which indicates that the indirect feedback is more effective than direct feedback in reducing students' writing errors.Secondly,the writing scores in the Experimental Class are improved greatly.There is a significant difference(P=0.042<0.05)in the writing scores between the two classes.At the end of the study,the relevant suggestions are provided for teachers and students to improve writing accuracy by using the indirect feedback.