Effects Of Different Types Of Feedback On Middle School Students' English Writing

Writing proficiency is an important way of reflecting students' English language ability.Providing effective feedback is an essential way to help students improve their English writing level.However,single teacher feedback not only becomes teachers' burden,but also is not very helpful to students' English writing.Nowadays,with the development of collaborative learning and interaction hypothesis theory,self feedback and peer feedback become more and more popular.But because of students' limited language level and skills,they always can't give effective feedback.Therefore,based on theories of process writing,cooperative learning and interaction hypothesis theory and plenty of studies abroad and at home,the thesis explores the following 2 research questions :(1)Which type of feedback is more effective to enhance learners' English writing achievements,(T+S)F or(T+P)F?(2)What's the students' attitude to(T+S)F and(T+P)F ?60 students in Class 6,Grade 9 in Kangzhuang Middle School in Gangu county,Tianshui city,are involved in this thesis.Boys is 28,and girls is 32.all member of this class are divided into 2 groups according to the final examination of Grade 8.These 2 groups are respectively teacher+self feedback group and teacher+peer feedback group.The number of two groups is respectively 30.There is no obvious distinguish on two groups' writing achievements.Both of two groups accept writing teaching based on process writing,and training of feedback.The experiment lasts for 16 weeks,one class per week,the time of one class is 45 minutes.Later,both of two groups take out a questionnaire at the same time.Then respectively choosing 3 students from two groups are interviewed.After that,the data are analyzed from the perspectives of qualitative and quantitative.SPSS20.0 is used to analyze the collecting data.After making two tests,collecting questionnaire's results and carrying out a interview,there were some major finding as follows:(1)Both(T+S)F and(T+P)F can improve students' writing achievements,but(T+P)F is more effective way to improve students' writing achievements in the aspects of idea,skill and structure,while(T+S)F also has some help students with vocabulary and grammar.(2)Students like(T+P)F best.On account of the limitations of students' English level,when they offer feedback,they are not very confident,and sometime students just make some surface change for compositions.Finally,there were some implications that single teacher feedback can make teacher have weary psychology,single self feedback and peer feedback can also make students lose their confident on feedback.Therefore,this thesis links teacher feedback to self feedback and peer feedback.It can give more sufficient feedback to students' compositions,but also improves students' interest in feedback,and then improve effectively students' English writing achievements.