The Effects Of Teacher’s Written Corrective Feedback On Senior High School Student’ English Writing Ability

In recent decades,corrective feedback has been a hot topic studied by scholars at home and abroad.However,the research results about the effectiveness of teachers’ written corrective feedback on second language writing and the impact of different written corrective feedback are inconsistent,and there is no final conclusion at present.Moreover,there are a few research on the impact of teachers’ written corrective feedback on students’ English writing ability in China.Against this backdrop,the current study aims to explore the impact of teacher’s written corrective feedback on senior high school students’ English writing ability,in order to answer the following questions:(1)What are the senior high school students’ attitudes towards teacher’s written corrective feedback?(2)Do teacher’s direct written corrective feedback and indirect written corrective feedback have an impact on senior high school students’ English writing ability?If so,what is the impact?In view of the above research questions,this study took eighty-four students from two parallel classes in grade two of No.1 middle school in Lingshi County,Shanxi Province as the research subjects and adopted tests and questionnaire as research tools for a three-month study.According to the results of English writing in the final exam of last semester,the two classes are parallel classes.According to the pre-test results,the students in the two classes are divided into three levels:high,intermediate and low level.The experimental class adopted teacher’s direct written corrective feedback.But the control class adopted teacher’s indirect written corrective feedback.Then six English writing tasks were carried out.After completing all the writing tasks,the students in the two classes took a post-test.Finally,questionnaires were sent out to all students in Class A and Class B.The aim is to explore students’ attitudes towards teachers’ written corrective feedback.Through the analysis and discussion of the obtained data,it can be found that:(1)Students have a positive attitude towards teacher’s written corrective feedback.They believe that teachers’ written corrective feedback is helpful to improve their English writing ability.Most students prefer direct written corrective feedback.They expect teachers to continue to give written corrective feedback to their compositions in the future writing teaching,which is beneficial to continuously improve their English writing ability.(2)Both teacher’s direct written corrective feedback and indirect written corrective feedback can improve students’ English writing ability.However,there is no significant difference between teacher’s direct and indirect written corrective feedback on improving students’ English writing ability.Direct written corrective feedback is most conducive to improving the English writing ability of low-level students.While indirect written corrective feedback is most conducive to improving the English writing ability of intermediate-level students.For high-level and intermediate-level students,both teacher’s direct written corrective feedback and indirect written corrective feedback are helpful to improve their English writing ability,and there is no significant difference.For low-level students,teacher’s direct written corrective feedback is more conducive to improving their English writing ability.The research confirms the importance of teacher’s written corrective feedback in improving senior high school students’ English writing ability and provides some teaching enlightenment for English Writing Teaching in the future.In English writing teaching,it is necessary for English teachers to give written corrective feedback to students.Teachers’appropriate and correct application of different written corrective feedback is more conducive to improving students’ English writing ability effectively.