A Case Study On The Influence Of Teachers’ Classroom Feedback On English Learning Anxiety Of Senior High School Students

With the development of humanistic educational thought,the center of foreign language teaching has gradually shifted from teachers and textbooks to students,and anxiety has attracted more apd more attention from researchers in second language acquisition.A large number of literatures have proved that English teachers’ verbal feedback can affect students’ emotional attitude.Therefore,it is of great significance to explore the influence of teachers’ verbal feedback on students’English learning anxiety.Based on Krashen’s affective,filtering hypothesis and humanistic education theory,this research is devoted to studying the current situation of high school students’ English learning anxiety,high school students’ attitudes and preferences for oral English teachers’ verbal feedback,and the effect of different teachers’ oral feedback on stμdents with different anxiety levels,which can improve teachers’attention to high school students’ English learning anxiety,strengthen reflection on verbal feedback,so as to help students alleviate English learning anxiety,by using teachers’ classroom verbal feedback.The purpose of this study is to explore the follqwing questions:(1)What is the current situation of English learning anxiety among senior high school students?(2)What are the students’ attitudes and preferences towards verbal feedback from senior high school English teachers?(3)What are the effects of different types of high school English teachers’ verbal feedback on students’ English learning anxiety?This study takes six English teachers in a high school in Hebei Province and 233 students in their classes as the research objects,using a combination of qualitative and quantitative methods to ensure the objectivity and depth of the research.Quantitative data are collected through the English Learning Anxiety Scale,the Chinese Big Five Personality Simplified Extraversion Dimension Scale,the Influence of Teachers’ Feedback on Students’ English Learning Anxiety Questionnaire,and the High School Students’ Attitude and Preference Questionnaire for English Teachers’ verbal feedback.Qualitative data are collected through classroom observation and teacher-student interviews to further mine the discovered phenomena and problems.English learning anxiety,a considerable number of students are at a high level of anxiety.There is a significant difference in English learning anxiety levels between boys and girls,and girls’ English learning anxiety levels are significantly different.The anxiety level is significantly higher than that of boys,and the students’extraversion level is significantly correlated with their English learning anxiety level.Among the four dimensions that cause students’ anxiety,from high to low,they are communication apprehension,test anxiety,fear of negative evaluation,and classroom anxiety.(2)Most students value teachers’ feedback and think that teachers’ verbal feedback will affect their anxiety.The feedback methods that students prefer to get are:praise and point out achievements,implicit feedback,heuristic feedback,repetition and praise,etc.Although teachers understand the role of teacher feedback,they are limited by time and energy in actual English classroom,English teachers tend to use simple positive feedback and negative feedback frequently.(3)Different types of teachers’ feedback have different effects on students’ English learning anxiety.Students with high anxiety levels are particularly sensitive to tea cher feedback.Positive teachers’ feedback is beneficial to reduce students’ English learning anxiety,while negative feedback will aggravate students’ English learning anxiety.Clarifying requests and interrupting students to correct mistakes directly will cause students’ English learning anxiety.According to the research findings and combined with the teaching practice of English teachers should consciously adjust classroom verbal feedback,and scientifically use different teaching feedback methods for students with different levels of extraversion and anxiety levels,so as to help students relieve English learn ing anxiety,and create a good learning atmosphere,and then improve learning efficiency.