| Generally speaking,it is the teacher who gives error correction feedback to students’ writing in the English writing teaching.Furthermore,most of them only pay attention to grammar in error correction,which results in that students are not motivated to correct errors.Based on the current situation,this study combined self-correction,peer-correction,and teacher-correction as the integrated error correction strategy and applied it on senior high school English writing feedback.Then explored the effects of the integrated error correction strategy on English writing proficiency and the five dimensions: content,organization,vocabulary,language use,and technical details of senior high school students’ writing and the learners’ attitude towards the integrated error correction strategy.Based on social constructivism and comprehensible output hypothesis,the author carried out an experiment in two parallel classes in grade one of Zhouqu senior high school in Lanzhou for a semester,and there are 32 students in the experimental class and the control class respectively.This study took two tests and questionnaire as research instruments.Before the experiment,the author carried out the pre-test on English writing in the two classes and took a two-week training on error correction in the experimental class.During the experiment,students in the experimental class and the control class were required to finish six writing tasks.The integrated error correction strategy and teacher-correction were used in the experimental and control classes to give feedback to these writings.After the experiment,the post-test on English writing was carried out in two classes.Moreover,the questionnaires were distributed to students in the experimental class.The collected data were analyzed with SPSS20.The results of this study show that:(1)After comparing the total scores in the post-test of the experimental class and the control class,both the integrated error correction strategy and the teacher correction are helpful to improve the proficiency of students’ English writing in senior high school.Nevertheless,the experimental class’ s English writing proficiency was better than the control class.(2)These two error correction strategies have different effects on the five dimensions of students’ writing.In the experimental class,the most noticeable improvement is in technical details,followed by the organization,language use and content,and there is no significant effect on vocabulary.In the control class,technical details,vocabulary and content are more pronounced,but the improvement of the error correction effect is not apparent in other two aspects.(3)Most students are willing to do self-correction and peer-correction based on teachers-correction,which means that students like to participate in error correction in the vibrant atmosphere brought by the integrated error correction strategy. |
