A Study On The Effects Of Written Corrective Feedback On The Accuracy Of English Writing Among High School Students With Different Thinking Style

Writing is one of the essential expressive skills in foreign language learning,which can reflect the ability of students’ language production.Written corrective feedback is one of the most effective strategies of English writing instruction.It has become the most significant topic of the researches on English writing instruction.Plenty of researches have explored the effectiveness of written corrective feedback and different kinds of written corrective feedback on English writing accuracy.However,in recent researches,the individual differences of research subjects,such as thinking styles,have been largely ignored.Therefore,this research focuses on the senior high school students’ thinking styles and explores the effects of different kinds of written corrective feedback on the development of senior high school students’ English writing accuracy for students with different thinking styles.The specific research questions are as follows:(1)What are the effects of written corrective feedback on the senior high school students’ English writing accuracy?(2)What are the effects of written corrective feedback on English writing accuracy for the senior high school students with different thinking styles?(3)For senior high school students with different thinking styles,what are the effects of different kinds of written corrective feedback on students’ English writing accuracy?This research collects data by means of questionnaire and experimental study.And it selects120 freshmen of one senior high school in Shandong Province as research subjects,who are divided into different groups in terms of thinking styles and different kinds of written corrective feedback given to the research subjects.Through pretest,immediate post-test and delayed post-test,this research collects the scores of students’ English writing accuracy.The data was analyzed and processed by the SPSS 25.0 software through independent-samples T test,paired-samples T test and repeated measures analysis of variance.The main findings of the research are:(1)Written corrective feedback has positive immediate and delayed effects on the accuracy of English writing,which helps to improve the senior high school students’ English writing accuracy.(2)Compared with the students with nonlinear thinking style,the students with linear thinking style benefit more from the written corrective feedback in improving the accuracy of English writing.(3)For all students with either linear thinking style or nonlinear thinking style,the direct feedback is more effective than indirect feedback to improve students’ English writing accuracy.Although this research has some limitations,such as the limited experimental period and the small number of research subjects,it provides practical enlightenment for English writing teaching in high school,which makes teachers pay more attention to the individual differences of senior high school students’ thinking styles.Meanwhile,this research enriches the empirical researches on written corrective feedback,providing future studies on English writing teaching with more advisable directions.