Study On The Effects Of Teacher Written Corrective Feedback On English Writing Accuracy Of Senior High School Students

The present study aims to explore the effects of teacher written corrective feedback on students' English writing accuracy at senior high school.As a form of language production,English writing plays a more and more indispensable role in language communication and has drawn considerable attention from teachers and scholars at home and abroad.However,the cultivation of English writing ability is a time-consuming and complex job for teachers,so they try to find suitable ways to improve students' English writing ability.Feedback plays an important effect in the English writing process and it is always the indispensable instructive element in English writing teaching and learning,especially in the student-centered process writing teaching.Feedback is the main driving force to impel learners to experience writing process and gain the writing achievements.There is a great deal of researches on feedback at home and abroad,a lot of them have proved that written corrective feedback has an important effect on the improvement of students' English writing accuracy,but which kind of written corrective feedback is more effective than others still remains unsolved,mainly due to little consideration of students' language level and deficiencies in research design.Moreover,the research on teacher written corrective feedback in the context of Chinese senior high school English learning environment is limited.English leaning is a complex cognitive process in which individual cognitive ability has a great influence on students' learning of second language.Based on such a background,the present thesis attempts to take learners' different language proficiency into consideration,to explore the different effects of direct,indirect and metalinguistic written corrective feedback on improving students' English writing accuracy and to further explore which one of the three types of written corrective feedback is more effective on the improvement of English writing accuracy for students of high and low English level.The present study attempts to answer the following two questions:(1)What different effects do direct,indirect and metalinguistic written corrective feedback have on students' English writing accuracy?(2)For students of different levels,which one of the three types of written correctivefeedback is more effective on the improvement of their English writing accuracy?To solve the questions above,this study applies quantitative research method to collect data,60 students of No.1 Middle School in Yu County,City of Zhang Jiakou are invited to take part in the eleven-week experiment.Using SPSS 19.0 to analyze data.The 60 subjects come from class one and class ten(ten classes are divided into four grades,class one is the best of all classes,class ten belongs to the last grade)in grade one,two classes have 120 students in total,subjects of higher English levels are the first 30 students,and the last 30 students are treated as lower English level subjects.Students are ranked according to the score of the first writing assignment,taking their English results of Senior High School Entrance Examination and the first monthly examination for reference,all the 120 students need to take part in the first assignment writing.The subjects of high and low level groups are randomly divided into three groups and respectively receive direct written corrective feedback,indirect written corrective feedback and metalinguistic corrective feedback.And all the subjects need to write seven compositions in the eleven-week experiment.The major findings of this thesis are as follows:First,all the three types of written corrective feedback(direct written CF,indirect written CF,metalinguistic written CF)can help students improve their English writing accuracy.Second,students who received metalinguistic CF perform better in the immediate post-test on the improvement of writing accuracy than the other two kinds of written CF and performed better in the delayed post-test,which means that the metalinguistic CF is beneficial to students in the long run.Third,in terms of higher English level students,the metalinguistic written CF is more effective in enhancing their English writing accuracy and its positive effect on students' writing accuracy can last for a longer term.Fourth,the indirect written CF is more beneficial to lower-level students on the improvement of their English writing accuracy no matter in a short term or in the long run.Based on the findings of this research,hope this study could provide some constructive suggestions for the English writing teaching in high schools in China.With the help of these findings,teachers can use the written corrective feedback effectively in English writing classes with the consideration of students' different English levels.Thus help studentsimprove their writing accuracy and cultivate their writing ability to meet the demands of Senior High School New English Curriculum Standards.