| Written feedback refers to the comments,questions and suggestions submitted by the readers(teachers)to the authors(students)in written form(Keh,1990).Written corrective feedback,as the main part of teachers' written feedback,has significantly important effects on students.The effectiveness of written corrective feedback has been a hot topic in the field of second language acquisition.Written corrective feedback is mainly divided into direct feedback and indirect feedback.Previous studies on the effectiveness of written corrective feedback have mostly focused on the role of written corrective feedback types in improving learners' explicit knowledge.However,a few studies have examined the effects of written corrective feedback types on students' self-efficacy.A large number of studies have shown that self-efficacy can predict and influence students' academic performance in English.This study tries to discuss the following three questions:1.What are the effects of teachers' direct written corrective feedback on junior high school students' self-efficacy?2.What are the effects of teachers' indirect written corrective feedback on junior high school students' English academic self-efficacy?3.What are the differences between the effects of direct and indirect written corrective feedback on junior high school students' English academic self-efficacy?The subjects of this study are 90 students from grade three Class A and Class B in A junior high school in Hubei province.The numbers these two classes are the same.Before the experiment,the independent sample t test showed that there was no significant difference between Class A and Class B students' self-efficacy,which meant these two classes could be regarded as one group.During the experiments,the researcher only gave direct written corrective feedback to the Class A and only gave indirect written corrective feedback to the Class B.Except this,their teaching schedules,subjects teachers of Class A and B were same and the written feedback to their assignments was given by one teacher.The whole experiment lasted four weeks,including pretest and post-test.The paired T test analysis shows that there is no significant difference between Class A and Class B students' self-efficacy,which proves that only one type of direct or indirect written corrective feedback has no significant effects on whole class students'self-efficacy.Considering that people's self-efficacy is easily influenced by individual factors,this study further analyzes the effects of direct and indirect written corrective feedback on students at different self-efficacy levels.The numbers of Class A and ClassB students whose self-efficacy pretest scores at the same level were different,which made it difficult to compare,so researcher randomly took ten students from Class A whose pretest scores were lower than 63 points as Group A1,ten students from Class A whose pretest scores were above or equal 63 and lower than 84 points as Group A2,ten students from Class A whose pretest scores were above or equal 84 points as Group A3,ten students from Class B whose pretest scores were lower than 63 points as Group B1,ten students from Class B whose pretest scores were above or equal 63 and lower than 84 points as Group B2,ten students from Class A whose pretest scores were above or equal 84 as Group B3.It was found that direct written corrective feedback helped low English academic self-efficacy students to improve their English academic self-efficacy,while indirect written corrective feedback reduced their English academic self-efficacy.For intermediate English academic self-efficacy students,neither direct nor indirect written corrective feedback had any significant effects on their English academic self-efficacy.For the students with high English academic self-efficacy,indirect written corrective feedback helped them improve their self-efficacy,but direct written corrective feedback had no significant effects on their self-efficacy. |
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