An Action Research On The Influence Of Corrective Feedback On Junior High School Students’ English Writing Ability

As a form of written expression,English writing reflects students’ ability to use the language skills they have learned in an integrated way.At present,most junior high English teachers put more emphasis on the goal of how to improve students’ English writing scores when teaching writing while neglecting the development of students’ English writing ability,which indirectly leads to some students’ lack of confidence in English writing.In recent years,frontline English teachers have paid increasing attention to corrective feedback,which has appeared as a hot topic of research both at home and abroad.At the same time,as one of the most effective ways of interaction between teachers and students,corrective feedback can serve as a timely reminder,correction,and advice to students.Based on socio-cultural theory,communicative theory and the zone of proximal development theory,the researcher conducts a twelve-week action research study with43 students in a class of Grade 8 in a Shenyang middle school with the aim of answering the following research questions: 1.What are the effects of corrective feedback on junior high school students’ English writing abilities? 2.What are the effects of corrective feedback on junior high school students’ confidence in English writing? In order to answer the above research questions,the researcher uses questionnaires,interviews,and tests as research instruments and uses SPSS 26.0 to analyze the data collected in the study.After analyzing the research data,the researcher comes to the following conclusion: corrective feedback has a positive effect on junior high school students’ English writing ability(language,content,structure)and is beneficial to students’ English writing ability.In the meantime,corrective feedback can increase junior high school students’ confidence in English writing.