The Application Of Teachers’ Written Corrective Feedback To English Writing In Middle Schools

To English learners,the basic skill that learners need to master is English writing.English writing as an output activity,it plays an increasingly essential role in English communication.The effect of written corrective feedback(WCF in short in the following)on English writing has become a hot topic for a long time.The influence of written correction feedback in English writing has been proposed by many domestic scholars.However,there is still little research on teachers’ written corrective feedback in the Grade Seven students.Grade Seven students are curious with new things and wiling to learn,therefore,an attractive way to correct their mistakes could help to improve their English writing skills.This article aims to explore the effect of teachers’ written corrective feedback on Grade Seven students’ English writing,and also to understand the students’ attitudes and views on teachers’ written corrective feedback.The research questions are as follows:1.What effect does the teachers’ written corrective feedback has on Grade Seven students’ English writing in middle schools?2.Which type of teachers’ WCF is more effective?3.How do the Grade Seven students think and treat teachers’ WCF in their compositions?In this study,30 students from Nanning ASEAN high school in Nanning,Guangxi were taken as the research participants to conduct a six week writing teaching.In the writing teaching,the participants were divided into three groups.Teachers give the direct corrective feedback to the first group,which means,the teacher pointed out the errors and helped the students write the correct language form such as words or sentences.The indirect corrective feedback was given to the second group from the same teacher,namely,the teacher pointed out the errors and marked the error types but different from the direct one,the students correct the errors by themselves.And the last group accepted the mixed corrective feedback types also given by the same teacher.Six different writing tasks were assigned in six weeks,including pre-test and post-test,which were completed by three groups of students.The collected data were analyzed by SPSS 17.0 software.Independent sample t-test and paired sample t-test were used to analyze the influence of direct written corrective feedback,indirect written corrective feedback and mixed one on the Grade Seven students’ English writing,and the different influence of different ways of error corrective feedback on the content,structure,grammar,vocabulary and details of the article.Finally,researcher use questionnaire surveys to understand the attitudes and views of Grade Seven students toward teachers’ written corrective feedback.Studies have shown that:1.Teachers’ corrective feedback has an impact on students’ English writing,and it has a positive effect,especially direct written corrective feedback and the mixed written corrective feedback.2.The teachers’ written corrective feedback has a favorable influence on the content,structure,grammar,vocabulary and mechanics,especially improve in the part of mechanics and grammar.3.Positive attitude was shown by most of the students,and they hope to get more multiple feedback methods,which they prefer to receive in their future compositions.