The Influence Of Different Written Feedback Processing Methods On The Revision Behavior And Accuracy Of High School Students' English Writing

Feedback plays a vital role in writing.Although previous research has thoroughly explored the impact of written corrective feedback on students' writing,it has not systematically studied students' revision behaviors on written feedback.To make up for the above deficiencies,the study compares the revision behaviors of students when they deal with written feedback individually and collaboratively,and further examines the impact of different written feedback processing methods on their writing accuracy.The study intends to answer the following questions:(1)What impact does collaborative and individual processing of written corrective feedback have on revision behaviors of senior high school students?(2)Does written corrective feedback improve the accuracy of senior high school students' English writing? If so,what are the differences between collaborative and individual processing of written corrective feedback in helping students to produce more accurate written texts?(3)Are there any differences between collaborative and individual processing of written corrective feedback in helping students to reduce errors targeting different grammatical features? The subject of this study was 121 students of grade 2 selected from a senior high school in Shandong Province.All students were divided into 3groups: self-processing group(40 people),pair-processing group(40 people)and control group(41 people).Both the self-processing group and the pair-processing group were provided with indirect feedback,which pointed out errors and attached error codes and the control group is provided with general content feedback.Both experimental groups received 4 writing tests and 6 feedback treatments.The self-processing group processed feedback individually,while the pair-correction group worked in pairs to process feedback.The control group completed 4 writing tests and 3 feedback treatments.The whole experiment lasted about two months.This study analyzed students' revision behaviors based on the revising errors.The accuracy of students' writing was analysed in terms of the number of error-free T-units and error-free Clauses,the ratio of error-free T-units to T-units,the ratio of error-free Clauses to Clauses,and the total number of errors of the top 100 words.By using SPSS25.0 software,the pre-test data collected by the experiment were analyzed by one-way ANOVA or Kruskal-Wallis test and then the pre-test and post-test data were analyzed by paired sample T test or Wilcoxon signed rank test.The findings were obtained:(1)The pair-processing group can more accurately correct the errors in the composition than the self-processing group.(2)Both the self-processing group and the pair-processing group have improved their writing accuracy,but the self-processing group has made greater progress while the control group has no significant improvement.(3)Both the self-processing group and the pair-processing group have no significant difference in the number of five different types of errors in the post-test.