An Empirical Study Of English Writing Feedback Types In Senior High Schools: From The Perspective Of Dynamic Assessment Theory

In traditional English writing teaching,teacher feedback is the main way of feedback,while peer feedback has not received enough attention from teachers and students.Such writing feedback does not include classroom activities,and only focuses on writing results,which ignores the initiative of students.The application of dynamic assessment theory in English writing teaching can combine teaching with assessment by means of teacher-student interaction.It is a model that focuses on the process of writing and stimulates students' interest in English writing.However,the researches on dynamic assessment theory at home and abroad are mainly based on theoretical research,and there have been few empirical studies.Based on the theory of dynamic assessment,this paper evaluates students' writing process to improve students' writing proficiency.This study attempts to answer the following questions by implementing two different feedback types in two parallel classes: teacher feedback + group evaluation + student self-examination feedback in the experimental class,while teacher feedback + student self-examination feedback in the control class.(1)Which of the two writing feedback methods is more effective in improving thewriting level,and in which aspect the effectiveness can be showed?(2)What are students' attitudes towards the two writing feedback types?(3)Which type of writing feedback can stimulate students' writing interest?This experiment took place in the High school Attached to Shandong Normal University and lasted for three months from September 10 to December 10,2018.The subjects of this study are 107 students in two parallel classes in senior high school,in which class 28 is the experimental class(EC),and class 29 is the control class(CC).The pre-test was conducted to determine whether the English writing proficiency of the two class is basically the same.Then,a peer feedback training was conducted in EC,and each student in EC was given a group feedback checklist.Then teacher feedback + self-check + group feedback and teacher feedback + self-check were practiced respectively in the EC and CC during this period.And the students are required to do three writing tasks in class.Immediately after the three tasks were finished,a post-test was given to both EC and CC.The research instruments of the experiment were questionnaires,pre-test paper,post-test paper and interview.SPSS 20.0 was used to analyze the scores of the pre-test and the post-test.Among them,the comparative analysis of the pre-test and post-test results mainly answered the first question,which is to determine which feedback type is more effective.The questionnaires were conducted to collect the students' evaluation and attitudes of the two kinds of feedback methods.The interview focused on the second and third questions,mainly analyzing the student' attitudes and the impact of feedback types on students' writing interests.Through the study,this research found that:(1)Teacher feedback + self-check + group feedback can improve the quality of high school students' compositions;(2)Teacher feedback + self-check + group feedback is effective in improving students' writing proficiency,especially in vocabulary and content;(3)Teacher feedback + selfcheck + group feedback can enhance students' writing motivation;(4)Teacher feedback +self-check + group feedback can help students change their roles and develop their autonomous learning ability.The study also implied that teachers should group students reasonably and improve students' sense of cooperation,and group feedback should come before teacher feedback.Owing to the effectiveness of teacher feedback + group feedback + self-check in improving the English writing proficiency was shown in this study,this new feedback type would be properly applied in the writing instruction so as to enhance the effectiveness of writing teaching.