A Study Of Scaffolding Feedback Of English Writing Teaching In Senior High School

Teaching feedback is output-oriented and student-centered.It is an important part of English writing teaching in senior high school.It plays an important role in supporting students’ language acquisition and can promote the development of students’ thinking and ability.The English Curriculum Standards for Senior High Schools(2017 Edition)focuses on the development of the core competence of the English discipline and the cultivation of students’ language ability,highlighting the main position of students.Scaffold feedback refers to a form of feedback in which the teacher guides the errors in the students’ language expression,constantly increases the language prompt information,and then urges the students to generate correct answers.Different from conventional feedback,it advocates studying feedback from a socio-cultural perspective,which believes that language is a social phenomenon and learning is the result of social participation.Under the guidance of socio-cultural theory and process approach theory,this study selected five senior two English teachers and five classes of students from a middle school in Zhangzhou City as the research objects,aiming to study the following questions:(1)How about the use of scaffolding feedback in writing teaching for senior English teachers?(2)Are there any differences in the types of scaffolding feedback used by senior English teachers in writing class and written feedback?(3)In the teaching of writing,what are the factors that affect the choice of scaffolding feedback by senior high school English teachers?In this study,classroom observation,text analysis,questionnaire survey and interview were used to conduct qualitative and quantitative analysis of the text converted from classroom records as the original data for data analysis.The author collects and analyzes the written feedback materials,conducts a questionnaire survey on students,and interviewers teachers and some students to explore the use of scaffolding feedback in senior high school English writing teaching and its influencing factors.On this basis,the corresponding countermeasures and suggestions are put forward.It aims to improve students’ English writing ability,improve students’ core subject quality and strengthen the effective interaction between teachers and students.What’s more,it provides optimization strategies for the use of feedback from senior high school English teachers.After a semester of investigation and research,the research conclusions are as follows:(1)There is scaffolding feedback in senior high school English writing teaching.Through classroom observation and analysis of students’ questionnaire data,it can be seen that senior high school English teachers use multiple scaffolding feedback in the writing class,which is mainly embodied in six types of scaffolding feedback: encouragement,example,prompt,questioning,contextualization,and interpretation.Teachers in the innovation class use prompt and questioning scaffolding feedback more frequently.Teachers in the motivational class and the parallel class use encouragement and example scaffolding feedback more often.All teachers use the least scaffolding feedback form is contextual scaffolding feedback.(2)There are different types of scaffolding feedback used by high school English teachers in writing class and written feedback.Through the analysis of teachers’ written feedback materials,it can be seen that the combination of scaffolding feedback and direct feedback is the choice of most teachers’ written feedback.The scaffolding feedback form selected by teachers in the written feedback is mainly prompt scaffolding feedback.(3)In writing teaching,there are two main factors that affect the choice of scaffolding feedback by senior high school English teachers: teachers and learners.According to the questionnaire and interview data,from the perspective of teachers,when choosing the type of scaffolding feedback,the objectives of writing teaching,the role of teachers,the design of learning activities and the relevant theoretical basis of scaffolding feedbackshould be considered.From the perspective of students,the factors that affect scaffolding feedback include learners’ receptivity,learning needs,attention,writing habits and previous knowledge structure.In addition,this study suggests that teachers should provide diversified scaffolding feedback,pay attention to learners’ needs,and give full play to students’ subjectivity.At the end of the paper,suggestions for future research are put forward,such as expanding the sample size and scope of the survey to improve the universality of the research results,conducting long-term follow-up research to explore the changes and effects of teacher feedback,and conducting relevant research on multi-class inquiry scaffolding feedback.