A Study On The Effects Of Multi-feedback Mode On Senior High School Students' English Writing Ability

As one of the components of students' comprehensive English ability,writing ability is of great importance.Nevertheless,how to develop English writing ability has always been a headache for both teachers and students.Therefore,it is significant to explore an effective mode to develop students' writing ability.For students,insufficient background knowledge,lack of writing motivation and untimely feedback hinder the development of writing ability.For teachers,this "one-to-all" form of class makes them too stressed to monitor students' writing and give each student targeted feedback in a sufficient way.However,the improvement of writing ability exactly depends on effective feedback modes.Feedback is an important element of English writing teaching.It can benefit students from a lot of aspects.But in current English classrooms,the function of feedback is underutilized.In this condition,peer feedback can stimulate students' interest in writing to some extent and it can serve as a favorable supplement to teacher feedback.At the same time,the online automatic scoring system based on big data is introduced into English writing class,which can provide immediate feedback and improve the efficiency of feedback.Feedback,as a key factor that affects students' writing level,has received extensive attention.There are numerous researches on teacherfeedback,peer feedback and computer feedback,but the experimental subjects of computer feedback are mostly focused on college students,and little attention is paid to high school students.Few studies have combined the three modes.In this paper,the multi-feedback mode is a mixed feedback mode that combines Juku correcting network feedback,teacher feedback and peer feedback.On the basis of Output Hypothesis,Noticing Hypothesis and Process Writing theory,the research explores the effects of multi-feedback mode on high school students' English writing ability,so as to find an effective way to provide feedback in writing teaching,stimulate students' writing motivation and promote the development of students' writing ability.Based on the Output Hypothesis,Noticing Hypothesis and Process Writing theory,three questions are raised in this study:(1)What are the effects of multi-feedback mode on high school students' syntactic complexity in English writing?(2)What are the effects of multi-feedback mode on high school students' accuracy in English writing?(3)What effects of multi-feedback mode on high school students' fluency in English writing?In order to solve the above three questions,the author conducted a12-week teaching experiment in an ordinary high school in Changsha.A total of 48 high school students of Grade One participated in this study.Participants were required to complete six writing tasks(including pre-test and post-test),and the collected data were analyzed by SPSS24.0.Then,the author analyzed the writing texts produced by the experimental subjects from three aspects: complexity,accuracy,and fluency,in order to explore the influence of multi-feedback mode on students' writing ability.The major findings of this experiment are as follows :(1)The multi-feedback mode helps improve high school students' syntactic complexity to some extent,but the improvement is not so significant.(2)The multi-feedback mode improves high school students' accuracy in English writing a significant way.(3)The multi-feedback mode has a significant influence on one indicator of students' fluency in English writing,that is,the total number of words(W),but has no significant influence on the other indicator(W/T),so it may take more time and energy to improve them.The research shows that the multi-feedback mode can improve the students' accuracy in English writing significantly.Though it can improve high school students' syntactic complexity and fluency in English writing to some extent,the effects are not so significant.Finally,the author reflected on the way of applying multi-feedback mode,and put forward some specific suggestions on the English writing teaching in high schools and the cultivation of students' writing abilities.It is hoped that this study can provide some reference and inspiration for the English writingteaching in high schools.