An Action Research On The Effects Of Corrective Feedback Of Cooperation Between Teachers And Students On English Writing Of Junior Middle School Students

In English teaching,writing,as an output skill,is a comprehensive expression of basic English skills.In recent years,writing accounts for an increasing proportion of scores in the English test of middle school entrance examination all over the country.It not only has rich genres,but also covers a wide range of subjects.The scores of written expression account for about 20%in the middle school examination.Therefore,how to cultivate junior middle school students’ English writing ability is an important issue worthy of exploration in junior middle school English teaching.Through literature review,interviews and the researcher’s teaching experience,the researcher finds that there are two issues in the process of English writing teaching in junior middle school:First,students’ English writing teaching activities are mostly composed of purposeless activities,students just complete the teacher’s writing task.Students write without their own purpose.Students are not interested in writing;Second,students are not satisfied with their writing scores,they urgently want to change this situation,but incapable of action.Therefore,this research is intended to explore more approaches that can guide English writing teaching in junior middle school,so as to improve the effect of writing teaching.Wen Qiufang’s production-oriented approach has attracted many scholars at home and abroad.And many researchers attempt to apply the teacher-student collaborative assessment based on production-oriented approach to junior middle school English writing teaching.Based on the situation,this research attempts to apply the corrective feedback of cooperation between teachers and students to junior middle school English writing teaching,so as to solve the issues of junior middle school students’ negative attitude towards English writing and students’ unsatisfactory writing performance.Therefore,this research focuses on two issues:1.What are the effects of corrective feedback of cooperation between teachers and students on junior middle school students’attitudes towards writing?2.What are the effects of corrective feedback of cooperation between teachers and students on junior middle school students’ writing performance?In order to answer these two questions,the researcher selected 40 students from class 2,Grade 7 of Yaobao school in Xinmin City to carry out two rounds of action research.Two rounds of action research lasted 12 weeks.The research instruments include questionnaire,interview,test.Through the two rounds of research,the researcher identified problems,made plans,implemented plans,reflected evaluation and summary,and adjust the second round of the research according to the analysis of the results of the first round of research.The results show that students’resistance and anxiety to English writing are greatly reduced,students’ written performance has been significantly improved,and they have understood the writing norms of various themes and genres.This study has enlightenment on the current English writing teaching in junior middle school,and solves the issues in English writing teaching for both teachers and students to a certain extent.This research has achieved the expected results,but there are also limitations,such as short cycle and small scope.Therefore,more researchers are needed for a long-term exploration to provide reference for other junior middle school English teachers’ English writing teaching.