A Study On The Effect Of Written Corrective Feedback On The Accuracy Of High School Students' English Writing

English writing plays an important role in foreign language teaching.One of the hot issues in English teaching research is how to improve the accuracy of English writing.In foreign language writing teaching,teacher's evaluation feedback is also a key link in the process of teaching method,which is of great importance to improve the accuracy of learners' writing.In recent years,many scholars have supported the “Feedback Effectiveness Theory”.They believe that teachers' feedback is of great help to the accuracy of students' English writing.However,there are few researches on what kind of feedback is more effective,and whether the feedback is related to the correction of different types of mistakes in English writing and the level of foreign language proficiency of learners.In view of this,this study takes high school students as the research object and starts with the direct feedback from teachers(giving the correct form)and indirect feedback(marking out errors)to study the effectiveness of different feedback,the effect of teacher feedback on the correction of different types of errors and the impact of individual differences among learners.This research attempts to solve the following problems: 1.Can direct and indirect feedback from teachers improve the accuracy of high school students' English writing? If so,which type of feedback is more effective? 2.If teachers' feedback can improve the accuracy of high school students' English writing,which types of errors are better corrected by direct feedback and indirect feedback respectively? 3.Do the direct and indirect feedback of teachers have any influence on the accuracy of students' writing language at different language levels? If so,which type of feedback is more effective for students at different language levels?This study using the experimental design of “pre-test – intervention – post-test”,based on Long's interaction hypothesis,Schmidt's attention hypothesis and Swain's output hypothesis.93 students in a middle school in Heze City were carried out a 10-week writing intervention experiment.The two experimental groups respectively used direct feedback and indirect feedback,while the control group used traditional English writing feedback(only scoring without feedback).At the end of the experiment,students in the experimental group were interviewed in a semi-structured way to test the validity of quantitative data through qualitative analysis and to further understand the influence of different written corrective feedback from teachers on students.In this study,SPSS 22.0 statistical software and Excel spreadsheet were used to make a comparative analysis of the data.At the same time,students' pre-test and post-test composition scores and interview results were sorted out and studied,finally drawing the following conclusions:(1)Both direct and indirect feedback from teachers can effectively improve the accuracy of students' English writing.In comparison,the former feedback is better.(2)Both the direct and indirect feedback of teachers have a positive influence on the correction of different types of errors in the accuracy of high school students' English writing.Moreover,the former has a more significant effect on the correction of vocabulary errors and discourse errors,while the latter has a more significant effect on the correction of syntax errors.(3)Teachers' direct feedback and indirect feedback have positive effects on the writing accuracy of learners at different language levels.Teachers' direct feedback has a more significant impact on the writing accuracy of middle and low level learners,while teachers' indirect feedback has a more significant impact on the writing accuracy of high level learners.Therefore,in the actual teaching of English writing,teachers should try their best to improve the positive interaction with students,so that learners can pay attention to the gap between their existing language level and the target language.At the same time,teachers should use different types of corrective feedback according to different types of errors and different language levels of students,so as to truly teach students in accordance with their aptitude.For learners,they should adjust their attitude towards mistakes in English writing and actively communicate and interact with teachers.Meanwhile,it is necessary to make full use of the feedback information,correct the mistakes given by teachers in time,and review them frequently to reduce the frequency of making such mistakes again,so as to better improve the accuracy of English writing.