The Effects Of Collaborative Vs. Individual Revision Based On Written Corrective Feedback On Senior Middle School Students' English Writing

Written corrective feedback is a strategy widely used in the teaching of second language writing.However,regarding the influence of the learners' revision models based on written corrective feedback on their written language development,there exist different opinions in academic circles.Senior Middle School English Curriculum Standards(2017)suggests that importance should be attached to cultivating micro-skills in the process of listening,speaking,reading,viewing and writing,among which the micro-skills of writing include revision.In order to implement the requirements of fostering students' writing revision ability in the New Curriculum Standard,and improve the current situation of low revision awareness and ability of senior Middle school students,by adopting skill acquisition,interaction hypothesis and cooperative learning theory as the theoretical framework,this study explores the influence of collaborative and individual revision model based on written corrective feedback on senior middle school students' revision behavior and writing proficiency development.This study adopts an experimental design proposed by Ferris(2010),which integrates written corrective feedback and revision,and tries to answer the following two questions:(1)In teaching English writing to senior middle school students,what are the differences in revision performance between collaborative revision group(pair-correction group)and individual revision group(self-correction group)based on written corrective feedback?(2)Can students' writing revision based on written corrective feedback facilitate accuracy in students' writing over time? If so,are there any differential effects of collaborative and individual revision on improvement in students' writing accuracy?This experimental study was conducted with 48 students from a senior middle school in Huanggang City.The experiment lasted for 8 weeks,including pre-test,writing revision practices for six times and post-test.The participants were divided into three groups with the same English proficiency: the pair-correction group,the self-correction group and the control group,with 16 students in each group.After receiving the feedback provided by the teacher's use of editing symbols,the students in the pair-correction group revised the errors in their compositions together,the students in the self-correction group revised the errors in their compositions independently,and the students in the control group did not make any revisions.Quantitative analysis was mainly employed in the study,supplemented with qualitative analysis of the data.The research results indicated that: 1.In terms of revision performance,the pair-correction group was better than the self-correction group in both quantity and quality,which was mainly reflected in the revision on local errors.It reveals that in comparison with individual revision,collaborative revision is more conducive to developing students' revision ability.2.Compared with the pre-test,the writing accuracy of both the pair-correction group and the self-correction group was improved in the post-test,while the accuracy of the control group did not change significantly.This shows that students' revision based on written corrective feedback can improve their writing accuracy.However,there was no significant difference between collaborative and individual revision in improving the accuracy of writing.Besides,the degree of facilitative effects of collaborative revision on writing accuracy might be affected by the patterns and extent of students' interaction in collaboration.The current research substantiated the effectiveness of revision based on written corrective feedback.At the same time,some strategic suggestions were offered to help English teachers optimize writing revision practice.