A Study On The Influence Of Teachers' Written Feedback On Senior High School Students' English Writing

Writing teaching is an important part of English teaching,which can reflect students' comprehensive English level.English writing can reflect students' understanding,mastery and comprehensive application of vocabulary,phrase,grammar,text structure and other knowledge.Therefore,to improve students' English writing ability has also become one of the hot topics in English teaching research.In many related studies abroad,the intervention of periodic written corrective feedback will improve students' writing level to a certain extent.However,the research on the influence of written corrective feedback on writing is still limited.For example,the comparative study of the effectiveness of various types of feedback is controversial.Based on this,this study explored the effects of teachers' written feedback from senior three English classroom on students' writing,and investigated the relationship between feedback types and error types.Specifically,this study answered the following three questions:(1)What types of feedback do the teachers employ in English writing and what are the distributions of teachers' written feedback on students of different levels?(2)Are there any differential effects of teachers' written feedback on different linguistic errors?(3)What are the effects of teachers' written feedback on students' English writing?This study selected 40 students from Ning County No.2 Senior High School in Qingyang City.The study lasted 14 weeks.During this period,each student completed 12 compositions on different topics.Teacher gave written feedback to students' compositions.The research materials came from students' composition and teachers' feedback.Through the analysis of the research materials,the main results of this study are summarized as follows:(1)Generally speaking,the choice of teacher feedback methods is related to the students' English level.For intermediate-level and low-level students,teachers tend to use direct corrective feedback,while for high-level students,teachers tend to use indirect corrective feedback.(2)Different types of feedback have different effects on differenttypes of errors.For lexical errors and semantic errors,teachers tend to use direct corrective feedback;For grammatical errors,textual errors and mechanical errors,teachers tend to use indirect corrective feedback.Study has shown that apart from grammatical errors,the remaining four linguistic errors have been significantly reduced after receiving feedback.(3)Through the Paired Sample T-test on the scores and error rate of students' first and twelfth compositions,it is concluded that teachers' written feedback can effectively improve students' writing accuracy.This study provides data support for senior high school English teachers' written feedback to improve students' English writing.At the same time,in view of the current situation of senior high school English writing teaching and the problems existing in students' writing,it provides some solutions and improvement measures.