A Research On The Application Effect Of Direct Feedback And Indirect Feedback In Junior Middle School English Writing Teaching

As one of the four basic language skills of listening,speaking,reading and writing,the cultivation of English writing ability has always been the focus and difficulty of English writing teaching in junior middle school.According to the requirements of the new version of "Compulsory Education English Curriculum Standards",junior middle school students need to reach the fifth level in English writing skills when they complete the junior middle school.For eighth grade students in the first semester,they must reach the third level.As one of the important processes of English writing teaching,feedback has an irreplaceable role in the cultivation of English writing by other teaching methods.Therefore,it has always been a hot topic to researchers.For junior middle school students,teacher feedback is the main method of writing feedback.And because students' English level is not high enough at this stage,it is difficult for them to finish peer feedback or self-feedback independently and effectively.In addition,there are few empirical studies at home and abroad on the effect of teacher feedback on junior middle school students' English writing ability.Therefore,this study chooses to study teachers' written feedback,focusing on the direct and indirect feedback methods of teachers,and explores the effects of the two feedback methods on students' English writing interests and performance of different junior middle school English levels.In order to explore the effect of two kinds of teacher feedback on students' English writing performance and interest in the junior middle school,to find a more appropriate teacher feedback model for students of different English proficiency groups in thejunior middle school,so as to effectively help junior middle school students of all English levels improve their English writing level.This research is conducted at a junior middle school.The writer planned to conduct a comparative study on the effects of direct feedback and indirect feedback on English writing achievements and interests of students of different English levels.Through the analysis of the data of the questionnaire survey before and after the experiment between control class and the experimental class,and the test scores before and after the experiment,the writer tried to answer the following two questions:(1)How do the two feedback methods affect the writing performance of students of different English levels of junior middle school?(2)How do the two feedback methods affect the writing interest of students of different English levels of junior middle school?Through a ten-week writing teaching experiment and data analysis,there are the findings as follows,firstly,both feedback methods can improve the writing performance of students of various English levels to a certain extent,but overall the direct feedback method is slightly stronger.Secondly,both feedback methods are helpful to improve the writing interest of students of all English levels,but the direct feedback method is more suitable for students with medium and low English levels.And indirect feedback no matter in the improvement of grades or interests,the improvement of students with high English proficiency is more significant.Based on the above findings,the author believes that teachers should choose the most suitable feedback method according to students' different English levels,so that teacher feedback can play its important role in the writing teaching process of junior middle school.