An Experimental Study On The Impact Of The Combined Model Of Group And Teacher's Feedbacks On Senior High School Students' English Writing Achievement

In the process of learning English in senior high school,listening,speaking,reading and writing are the four basic skills for students to master.The writing skill can better reflect learners' language expression ability and comprehensive application ability,which is also one of the four basic skills that are difficult to master.Writing teaching plays an important role in high school English teaching.English writing is inseparable from effective feedback.Teacher feedback and group feedback,as the two most commonly used feedback methods in writing teaching,have been discussed by many scholars from various perspectives.However,there are few studies on the combination of the two feedbacks,most of which are comparative studies of the two feedbacks.Based on the results and deficiencies of the current feedback researches on English writing teaching in senior high school,this research focuses on exploring the effects of the combined model of group and teacher's feedbacks on students' English writing achievement and aims to answer the following three research questions.(1)What are the students' attitudes toward the combined model of group and teacher's feedbacks?(2)What are the effects of the model of combining group and teacher's feedbacks on senior high school students' English writing achievement?(3)What are the effects of group and teacher scaffoldings in the process of group feedback and teacher feedback?In order to answer the above three research questions,the combination of quantitative and qualitative research methods was adopted in this research.The subjects of this research are 50 students in a class of senior two.The researcher conducted the teaching experiment for two and a half months in this class.Questionnaire and writing tests were used by the researcher as the quantitative tools.For the qualitative part,an interview was made after the experiment and 5 students in this class were selected.Finally,the researcher also illustrated the group scaffoldings and the teacher scaffoldings by listing some examples.The results indicate that: Firstly,the students in this class have different attitudes towards the combined mode of group feedback and teacher feedback before and after the experiment.More students approve of the combined feedback model after the experiment than before.Moreover,most students think that the combined mode of group feedback and teacher feedback is beneficial to improve their enthusiasm and autonomy in English writing and are willing to continue to apply it in the writing process.Secondly,the combined mode of group and teacher's feedbacks can enhance students' English writing achievement to some extent.There is some important difference in the total scores between the mid–test and the pre–test in the class(P<0.05),but there is no significant difference in language,content and structure scores between the mid–test and the pre–test(P>0.05).There are significant differences in total scores and language,content and structure scores between the post–test and the pre–test in the class(P<0.05).Thirdly,the scaffoldings in group feedback and teacher feedback can improve students' English writing level to some degree.The group scaffoldings include increasing participation,providing words,correcting misrepresentation and providing emotional support.The teacher scaffoldings include demonstration,frustration control,feedback and lexical error correction.Finally,the researcher pointed out some suggestions that might promote senior high schools' English writing teaching according to the results of the research.Then some limitations were discussed and some suggestions were given for future researches.