The Effectiveness Of Feedback On English Learners’ Reflective Ability Development In Process Writing

Since Dewey put forward the concept of reflection and Schon introduced it into teaching,how to improve the teaching effect by improving students’ reflective ability has become a hot topic of research.The study found that writing class can promote students’ development of reflective ability,and integrating feedback into it can help students make meaningful revisions to their compositions on the basis of reflection.Therefore,,it is essential to integrate feedback in order to build a paradigm that can promote the development of students’ reflective ability,and carry out empirical research to provide reference for teachers.Based on metacognitive theory,self-regulated learning theory and scaffolding theory,this study attempts to integrate feedback and reflection practice into English writing instruction.It adopts process teaching method,and designs process English writing instruction process,so that peer feedback,teacher feedback and reflection can be included in the whole English writing instruction process,thus promoting the development of students’ reflective ability.At the same time,the influence of students’ individual differences on the development of students’ reflective ability cannot be ignored.Therefore,this study addresses the following research questions:(1)To what extent has the students’ reflective ability been developed after the process of teaching English writing? In this process,how does English writing ability affect the development of their reflective ability?(2)Is there any difference in the support effect of teacher feedback and peer feedback in the process of teaching English writing on the development of students’ reflective ability? If so,what are the main aspects?In order to answer the research questions,this study takes sophomores of English majors in a university in Shanghai as the research object.Quantitative data were collected by using the questionnaire to measure the level of reflection and the questionnaire to investigate the classroom effect of process English writing instruction.With the help of SPSS 26.0 and R language and other application software,descriptive statistics,paired sample T test and mixed effect model construction were carried out.Results show that:(1)Students’ reflective level is relatively high before the practice of process English writing instruction,and students’ reflective ability has been developed after the experiment.From the perspective of four levels of reflection,the development of understanding behavior and deep reflection behavior is the most obvious,and the difference is significant;Habitual behavior and reflective behavior also developed slightly,butthere was no significant difference.In addition,the development of students’ reflective behavior level is significantly negatively correlated with their English writing ability,while there is no significant difference in the level of habitual behavior,understanding behavior and deep reflective behavior.(2)Compared with peer feedback,teacher feedback has better support effect on the development of students’ reflective ability.From the four levels of reflection,the two different forms of feedback show significant differences in understanding behavior,reflection behavior,and deep reflection behavior,while the level of habitual behavior does not show significant differences.This study uses Excel,NVivo 11.0 and other application software to analyze qualitative materials such as student reflection logs,open questions,teacher feedback content,peer feedback content,etc.,to confirm the results of quantitative data analysis in a triangle.After summarizing the research findings and discussing the metacognitive theory,self-regulated learning theory and scaffolding theory,conclusions are as follows:(1)The process of teaching English writing based on teacher feedback,peer feedback and frame-type reflection log can promote the development of students’ reflective ability by guiding them to mobilize metacognitive knowledge,metacognitive experience and metacognitive monitoring.Specific performance is as follows: habit dependence is weakened,understanding ability is strengthened,reflection consciousness is enhanced,and deep reflection ability is improved.In this process,students with weak English writing ability have more room to improve their reflective behavior,while students with strong English writing ability are more likely to fall into the development bottleneck in their reflective behavior level,which requires more attention from teachers.(2)From the perspective of feedback in the process of English writing instruction,teacher feedback has a better support effect on the development of students’ reflective ability.However,teacher feedback and peer feedback both promote students’ self-regulated learning in different stages of teaching,thus developing students’ reflective ability.Specifically,the feedback provided by teachers is more profound,which makes students more willing to accept,produce self-response,present more reflective elements,and better promote the improvement of students’ understanding behavior,reflective behavior and deep reflective behavior,and the weakening of habitual behavior;The introduction of peer feedback allows students to put more cognitive efforts into self-judgment,trigger the internal feedback mechanism,accelerate its transformation of teacher feedback and peer feedback into internal feedback,and at the same time promote the diversification of students’ reflective elements to a certain extent.The above research conclusions provide some implications: in the process of English writing instruction,teachers should select the writing instruction mode that can promote students’ reflection based on theoretical guidance,and design the teaching plan pertinently.The teaching plan should focus on students’ English writing ability,build a reflection bridge by providing multiple supports,promote students’ internalization of reflection,mobilize metacognitive knowledge,strengthen metacognitive monitoring,and promote students’ self-regulated learning,so as to achieve the goal of reducing students’ dependence on habits,strengthening understanding ability,enhancing reflection awareness,and improving deep reflection ability.At the same time,peer feedback and teacher feedback can effectively promote the development of students’ reflective ability,and teachers should also pay attention to deepening the feedback content.