A Study On The Effects Of Teachers' Written Corrective Feedback In High School English Writing Teaching

English writing effectively reflects the comprehensive language quality of senior high school English learners,and it is also an important and difficult point in senior high school English teaching and evaluation.However,due to the heavy workloads and little effect,the teaching of writing often leaves teachers frustrated and students apathetic.With the prevalence of communicative teaching,English teaching in senior high school risks cultivating illiteracy in the new era.It is manifested in numerous errors,inaccurate expressions,empty content,insufficient words and sentences to completely express the ideas,incompetent logic,and lack of motivation and interest in English writing.In recent years,many experts,scholars and teachers have devoted themselves to the effective teaching of second language writing.Among them,Rod Ellis' s written corrective feedback strategy fully coordinates the contradiction between teachers' overall teaching and students' individual differences,and has been widely influential in the field of second language writing teaching.In this study,two classes of sophomores in a high school in Jilin Province were selected according to convenient sampling to conduct an experimental study on the teaching effectiveness of using written corrective feedback strategies.The feedback of writing in the control class followed the routine that teacher's emphasis on comments which summing up students' writing,but lacked the mode of systematic corrective feedback.The experimental class adopted a systematic corrective feedback strategy of Rod Ellis based on students' English proficiency and ability.The experiment lasted 16 weeks and collected data from tests and interviews to answer the following research questions:(1)what types of errors are high school English learners prone to make inEnglish writing?(2)Which types of English writing errors are corrected effectively by teachers' written corrective feedback strategies?Independent sample T-test showed that there were no significant differences in writing achievement(t=-0.046,p=0.964)and total errors(t=-0.075,p=0.940)between the experimental class and the control class.The two classes of students are qualified for comparative analysis of experiments.Text analysis of the two pre-test compositions showed that vocabulary,grammar and textual structure were three types of errors that students were prone to make.After the intervention of written corrective feedback,the independent sample T-test of the two classes' post-test scores showed that the experimental class was significantly higher than the control class(t=8.282,p=0.000).T-test showed that the experimental class had reached the statistical significance level(t=-25.276,p=0.000),while the control class had not reached the statistical significance level(t=-1.532,p=0.132).In addition,the interview further confirmed that the systematic teachers' written corrective feedback of Rod Ellis had a significant effect on correcting grammar and vocabulary errors in senior high school students' English writing.This kind of systematic written corrective feedback based on students' English level provide a model for teaching students English writing in accordance with their aptitudes.It is worth popularizing in senior high school English writing teaching.