The Effects Of Indirect Written Corrective Feedback With Written Languaging On Junior High School Students’ English Writing Accuracy

Written languaging is one of the modalities of languaging.It aims at learners’externalization of inner thoughts through writing.Combining indirect written corrective feedback with written languaging,the study explores its effects on junior high school students’English writing accuracy.Besides,in present study the effects of this approach on writing quality are also investigated to further analyze the relation between writing accuracy and writing quality under this research condition.Specific research questions are as follows:(1)What are the effects of indirect written corrective feedback with written languaging on students’ writing accuracy?(2)What are the effects of indirect written corrective feedback with written languaging on different dimensions of writing accuracy?(3)What are the effects of indirect written corrective feedback with written languaging on students’ writing quality?Subjects of this study were from two eighth-grade natural classes in a school in Shenzhen,with a total number of sixty-three.The experiment lasted for 18 weeks,including a pretest conducted in the first week and a posttest carried out in the last week.In the other 16 weeks,one class was treated as the experimental class that carried out written languaging tasks on the basis of indirect written corrective feedback and make a revision after writing compositions,while the other was regarded as the control class that received indirect written corrective feedback and revised compositions after completing writing,which followed the schedule that one round lasted for two weeks and totally there were eight rounds.After the posttest,the author randomly selected 12 participants from the experimental class and conducted a semi-structured interview.This study employs quantitative research method and qualitative research method,involving tests and a semi-structured interview.Research data demonstrated,both of the two classes achieved significant improvement in writing accuracy and writing quality after the experiment,whereas the experimental class significantly outperformed the control class in these two aspects.Next,there was a significant positive relation between writing accuracy and writing quality,and the former could explain 88.5%of the variation of the latter.Thus it can be seen that the positive effect of indirect written corrective feedback with written languaging on writing quality benefits largely from its effectiveness in improving writing accuracy.In addition,the accuracy of the use of verb form,noun ending,articles or other determiner,and other usages in the experimental class significantly enhanced.Meanwhile,the writing accuracy in noun ending in the experimental class was significantly higher than the control class.However,this method didn’t play a significant role in improving the writing accuracy in word choice or word form,sentence structure and spelling.Ultimately,students indicated that the combination of indirect written corrective feedback and written languaging was conducive to their English writing,and they held the view that it was easier to correct the errors that could be explained with a more fixed and simple grammar than those with more complicated linguistic knowledge.Also,the interviewees provided some suggestions on the implementation of this approach.In summary,indirect written corrective feedback with written languaging can positively affect junior high school students’ English writing accuracy and thus can improve writing quality.