A Study On Teacher Feedback On Students'English Writing In Senior High School And Its Pedagogical Implications

As one of the four basic language skills,English writing is an important skill for senior high school students to master.It is also a core skill emphasized in English language teaching.For many Chinese high school students,writing is still a difficult task.In the meanwhile,English teachers in high school also trouble a lot on how to teach writing in class.With the popularity of process writing method,writing feedback has been valued by many scholars and front line teachers.In the current writing feedback,teacher feedback as one of the most important forms of feedback,receiving growing attention of domestic scholars.They generally believe that teacher feedback plays an important role in improving students'writing skills.This paper aims to explore students'and teachers' attitudes,opinions and practices towards teacher feedback,and also tries to find the gap between the feedback that students expect to receive and the feedback that teachers actually give.On this basis,this paper hopes to find some inspirations for high school English writing teaching,so as to give full play to the effectiveness of essay correction,and ultimately improve students' English writing ability.Based on the process writing method and interactive hypothesis,this paper conducted questionnaire surveys and interviews to collect the data.Twenty English teachers and 224 grade-two students from two senior high schools in Beijing and Hebei province participated in this study.Through analyzing the data,this paper has a rough idea of the status of teacher feedback in high school English writing teaching.The survey results show that teachers and students commonly believe that providing teacher feedback can greatly improve students'English writing ability,but generally speaking,many students do not pay much attention to the suggestions and modification opinions given by teachers in their compositions,and the majority of teachers do not ask students to modify or rewrite after feedback;Teachers and students are not satisfied with the current situation of feedback,therefore,they hope that feedback can be changed into an effective means to promote students'writing ability through continuous improvement;The form of teacher feedback is relatively simple,for teachers mainly use written feedback,but students hope to get more teachers' oral feedback;Teachers often give directly feedback,but students of different levels and types expect to receive different types of feedback;Content and structure are often ignored by teachers;Students and teachers tend to affirmative comments;Some teachers are belated to provide feedback.According to the results of the survey and combined with the feedback expectations of students,this paper puts forward the following suggestions for teacher feedback in high school English writing teaching.First,through communication and detailed observations,teachers should fully understand the students' views on teacher feedback so as to improve the effectiveness of feedback.Second,teachers should require students to correct and rewrite the compositions after teacher feedback.Third,students should pay much attention to teacher feedback and adopt various strategies to modify and rewrite.Fourth,teachers should provide oral feedback more often,and learn to use innovative modes to improve the efficiency of feedback,such as giving feedback to students through computers in class.Fifth,teachers should learn to give different types of feedback forms according to different levels and types of students.Sixth,it is necessary for teachers to balance the focus of teacher feedback,that is to say,teachers should improve the proportion of content feedback while giving consideration to language accuracy.Seventh,teachers should give students affirmative comments and reduce to provide negative evaluation.Finally,teachers should give timely feedback to students.