An Action Research On Teacher Feedback In Junior High English Writing Teaching

Teacher feedback is an important way to improve students' writing skills.Different types of teacher feedback tend to exert various teaching effects on students' writing proficiency.Numerous studies in China have been focused on college and senior high school students' reactions to teacher feedback,with comparatively less concern about junior high school students' feedback preference.Based on the researcher's teaching practice,this research attempts to study the integration of teacher written feedback and oral feedback,as well as its effects on the students' writing performances in junior high school English writing teaching.This thesis is based on interaction hypothesis,output theory and noticing hypothesis.It focuses on two research questions:1.What are the effects of the integration of teacher written feedback and oral feedback on students' writing ability?2.What are the effects of the integration of teacher written feedback and oral feedback on students' motivation?The researcher selects 48 students from class 2,grade 3 of a junior high school in Shenyang as research subjects.Meanwhile,action research lasts for three months.The integration of direct feedback and oral feedback is conducted in the first six weeks while the integration of indirect feedback and oral feedback is implemented in the other six weeks.The research instruments include questionnaires,interviews,teaching reflective journals and writing tests.Owing to the results of action research,the researcher comes to a conclusion: 1.The integration of teacher written feedback and oral feedback can improve students' writing ability.2.The integration of teacher written feedback and oral feedback can enhance students' motivation.Besides,this thesis provides some suggestions for the following studies: 1.The research duration needs to be prolonged.2.More studies need to be explored on the integration of teacher feedback and peer feedback as well as electronic feedback.