An Investigation Into The Current Situation Of Teachers’ Written Feedback In Senior English Writing Teaching

Writing is a very important skill for language learners.The 2017 Senior High School English Curriculum Standard puts forward clear requirements for senior high school students’ English writing ability.However,in actual teaching,teachers and students only regard writing as an examination task,and do not realize the importance of it.In order to cultivate high-quality language learners who can meet the requirements of the development of the times,it is urgent to improve students’ English writing ability.Relevant studies at home and abroad show that teachers’ written feedback can effectively improve students’ English writing ability.During the educational practice,based on Noticing Hypothesis and Output Hypothesis Theory,from the attitudes and views of teachers and students on written feedback,the actual operation of teachers’ written feedback,students’ needs and expectations for teachers’ written feedback,teachers’ practice after feedback and students’ response to teachers’ written feedback,the author conducted relevant surveys and interviews with English teachers and students in many schools including a foreign language school in Tai’ an,collected students’ compositions reviewed by teachers and found the following problems in senior high school English teachers’ written feedback.First,students’ expectations for teachers’ written feedback are inconsistent with teachers’ actual operation.Second,senior high school English teachers lack written feedback literacy.Third,teachers and students do not pay enough attention to English writing and written feedback.Fourth,students don’t like to ask teachers for advice when they encounter something that they don’t understand in revision.In view of the above problems,this study proposes the following suggestions.First,enhance teachers’ use of modern educational technology.It can not only provide students with expected feedback,but also reduce teachers’ workload.Second,improve teachers’ written feedback literacy and enable teachers to make high-quality feedback.Third,deepen teachers’ thinking on the backwash effect of writing and arouse teachers’ attention to written feedback.Fourth,enhance the communication between teachers and students and make teachers become the primary help for students.Fifth,establish an effective written feedback mechanism.It is good for both improving the writing teaching link and combining written feedback with other forms of feedback.Through a series of investigations,the author hopes that senior high school English teachers can realize the importance of writing and written feedback,so as to make full use of written feedback in practical teaching to improve students’ writing ability.