The Effects Of Teacher's Written Corrective Feedback On College Students' English Writing

As an important teaching link in the process of second language writing,written corrective feedback is an important bridge between teachers and students,and it plays a very important role in students' writing.Based on the theory of Interaction hypothesis and mutual analogical alignment,this study selected 86 first-year non-English majors students of Northwest Normal University as participants,using the immediate and delayed post tests,self-perceived cognitive load scale and attitudinal engagement questionnaire as data collection tools,explored the different effects of explicit written corrective feedback,metalinguistic written corrective feedback and analogy-based written corrective feedback on the accuracy of run-on sentence and sentence fragment in non-English major students' English writing,and analyzed the differences of learners' self-perceived cognitive load and attitudinal engagement under three different written corrective feedback.Through a ten-week writing experiment,with valid data collecting and analyzing with SPSS 22.0.,this study found the following three conclusions:First of all,three different forms of written corrective feedback can effectively improve the accuracy of run-on sentence and sentence fragment in non-English majors' writing.Compared with the analogy-based written corrective feedback and metalinguistic written corrective feedback,explicit written corrective feedback is more effective in the immediate post test than the other two feedback on run-on sentence correcting.However,in the delayed post test,analogy-based written corrective feedback is more effective in correcting sentence fragment in English writing than the other two feedback.Secondly,it is concluded that the self-cognitive load of learners under analogy-based written corrective feedback is higher than under the other two feedback.Finally,it is found that explicit written corrective feedback is the easiest for learners to understand.The results of this study have certain enlightenment on how teachers choose written corrective feedback for run-on sentences and sentence fragment in college English writing.Teachers should pay close attention to the effects of different written corrective feedback,teaching students according to the differences in their writing and English level.