A Study On The Application Of Multi-feedback Model In Junior Middle School English Writing Teaching

Writing,as one of the five language skills of listening,speaking,reading,writing and translating,plays an important role in junior middle school English teaching.However,the results of relevant studies show that middle school students’ scores in the English writing tests are not satisfactory.As an important part of the writing process,feedback is of great significance to the effect of writing teaching.In the teaching of English writing in China,teacher feedback is commonly used and loved by students because of its authority,but its biggest disadvantage is that it ignores the dominant position of students,which is inconsistent with the student-centered concept advocated by the new curriculum reform,so it is necessary to carry out teaching reform.At present,most of the research topics about feedback at home and abroad focus on three main models: teacher feedback,peer feedback and network feedback.Most researchers are committed to studying the effect of a single feedback model,or comparative research,or combined research.The results show that combined research can effectively integrate the advantages of different feedback models,and the effect is the best.In the process of teaching practice,the author found that the school has a single model of writing feedback and poor quality of feedback.Based on this,this paper will build the multi-feedback model of junior middle school English Writing(Self-feedback + Peer feedback + Teacher feedback)based on the Process Genre Writing Teaching theory,and carry out teaching reform.Quasi experimental research will be done by using the existing natural teaching conditions to improve the present situation,test the effect of the multi-feedback model and explore students’ attitude towards the model.The specific research questions are as follows: 1.Compared with the traditional teacher feedback model,is the multi-feedback model more helpful to improve students’ writing scores? 2.What is the students’ attitude towards the multi-feedback model?To solve the two problems,this study selects students of two classes,grade nine(78)of a junior middle school in Yichang as the research subjects,and adopts the combination of quantitative and qualitative research methods.On the one hand,the author will make a comparative study between the two classes,which means the experimental class implements the multi-feedback model in English writing feedback part,while the controlled class implements the traditional method(the teacher feedback model).After the experiment,the author will use SPSS18.0 to analyze data about the test scores before and after of the two classes,which can answer the first research question.On the other hand,the author will use the questionnaire survey and interview to conduct qualitative analysis on the research questions,which mainly solves the second research question.The findings are as follows: 1.Compared with the traditional teacher feedback model,the multi-feedback model is more helpful to improve students’ writing scores;2.Most students have a positive attitude towards the multi-feedback model and are willing to continue to use this model in the future.The results show that the multi-feedback model of English writing in junior middle school under the guidance of Process Genre Writing Teaching theory can give full play to students’ principal position,enhance their writing enthusiasm,help students improve their writing quality through multi manuscript writing and repeated revision,and cultivate their ability of autonomous learning and cooperative learning,which is worthy of promoting and applying in teaching practice.