A Study On The Application Of Multi-feedback Mode In Senior High School English Writing Teaching Based On Dynamic Assessment Theory

Writing,as one of the five major language skills,is an important expressive skill.English writing evaluation,as a key link in English writing teaching,plays a key role in promoting students’ writing proficiency.At present,in the teaching of senior high school English writing in China,due to the influence of traditional writing teaching concept,most of the teachers still adopt the traditional single teacher feedback.This method cannot fully demonstrate students’ principal status.For a long time,students have been in a passive acceptance of English writing evaluation,resulting in ineffective improvement in their writing ability.At the same time,this is contrary to the idea of highlighting students’ dominant status in evaluation in National English Curriculum Standards for General Senior High School(2017 Edition)(hereinafter referred to as the curriculum standards).In addition,the feedback form of English writing is relatively simple,which is not in line with the idea that students are supposed to carry out self-evaluation and mutual evaluation and pay attention to the diversification of evaluation subjects in the curriculum standards.Therefore,it is imperative to reform the feedback mode of English writing teaching in senior high school.Dynamic Assessment is rooted in Sociocultural Theory,which advocates teachers to observe learners’ progress and change,and assess their potential abilities through intervention or interaction with learners in the assessment process.Based on the current situation of English writing in senior high school,this study introduces the Dynamic Assessment Theory,integrates assessment and teaching,and attempts to apply the multi-feedback mode combining self-feedback,peer feedback and teacher feedback in the teaching of English writing in senior high school,so as to stimulate students’ writing motivation and improve their writing ability.Under the guidance of Dynamic Assessment Theory,this study aims to explore the following two questions:1.Based on the Dynamic Assessment,what effects does multi-feedback mode have on senior high school students’ writing achievements?2.Based on the Dynamic Assessment,what effects does multi-feedback mode have on senior high school students’ writing autonomy?In order to answer the above questions,this study takes 103 students from two classes of senior three in the High School Affiliated to Taiyuan Normal University in Shanxi Province as the research subjects,and carries out a 11-month study by combining quantitative and qualitative research.The quantitative research is mainly based on three rounds of feedback design.The experimental class uses the multi-feedback mode,while the control class still uses the traditional teacher feedback.SPSS19.0 is used to statistically analyze students’ English writing scores before and after the experiment to study the effects of multi-feedback mode on senior high school students’ English writing achievements.Before and after the experiment,the same questionnaire is used to study the effects of multi-feedback mode on senior high school students’ English writing autonomy.Qualitative research is through conducting and recording interviews with high,middle,and low level students,in order to better understand the specific impact of multi-feedback mode on students with different English proficiency.The major findings are as follows.Firstly,through the analysis of the results of the pre-test and post-test,the writing scores of the experimental class are significantly different from those of the control class after the experiment.It can be seen that the multi-feedback mode based on DA has positive effects on the improvement of students’ English writing achievements.Secondly,through the analysis of the results of pre-questionnaire and post-questionnaire,it can be seen that the multi-feedback mode based on DA can significantly improve the students’ English writing autonomy.In addition,through the results and discussion of the interview records,it can be concluded that most students hold a positive attitude towards multi-feedback mode.This study shows that based on Dynamic Assessment Theory,the application of multi-feedback mode to senior high school English writing teaching provides a new method and perspective for senior high school English writing teaching.It can give full play to students’ principal status,enhance students’ writing enthusiasm,help students to improve their writing achievements through multi-draft writing and repeated revision,and cultivate their ability of autonomous learning.In conclusion,applying the multi-feedback mode to English writing teaching in senior high school is worth further promoting in teaching practice.However,due to the limited time of the experiment,whether the study is universal remains to be further explored.