The Effects Of Direct And Indirect Written Corrective Feedback On Students’ English Writing Performance In Senior High School

English writing effectively motivates learners to internalize the English language knowledge acquired through listening and reading into their own communication skills.It plays a very important role in English language learning.Some studies have suggested that teachers’ corrective feedback can improve students’ English writing.However,research on the effectiveness of different kinds of feedback remains controversial.Therefore,this thesis investigated the following three questions:What are the effects of direct,indirect,combination of direct and indirect written corrective feedback on students’ writing performance in senior high school?What are the differences in the effects of three kinds of written corrective feedback on students’writing accuracy,fluency,and complexity?What are the students’ attitudes towards teachers’ written corrective feedback?Ninety students from three classes of Lanzhou District of Zhouqu Middle School were chosen as the research participants.The three groups were named the DWCF Group,the IWCF Group,and the DIWCF Group.An 11-week study of corrective feedback writing practices was conducted.First,with the help of Jacobs’s ESL COMPOSITION PROFILE,the students’ English writing scores on the pre-test and post-test were counted and analyzed.The effects of the three types of feedback on students’ writing scores were explored.Second,the effects of three types of corrective feedback on the accuracy fluency,and complexity of students’English writing were explored based on the measures of accuracy,fluency,and complexity.Finally,with the help of Lee and Alharbi’s questionnaire and interview,the author explored students’ attitudes towards teachers’ corrective feedback.All the collected data were analyzed by Excel and SPSS.Through analysis,the following conclusions were drawn from this study.First,all three types of corrective feedback improved students’ English writing performance,and the improvement in English writing performance was significant for all three groups of participants,with direct corrective feedback having the most significant effect on improving students’ English writing performance.In addition,teachers’ corrective feedback had a positive effect on all five components of students’ English writing.Among them,the effect of teachers’ corrective feedback was more pronounced on language use and mechanics,Second,all three types of corrective feedback improved students’ English writing accuracy,and this improvement was significant At the same time,direct corrective feedback was the most effective in improving students’ accuracy in English writing.In terms of the specific content of writing,teachers’ corrective feedback improved students’accuracy in grammar,vocabulary,and organization,but did not improve the accuracy of the content of students’ English writing.However,teacher’s corrective feedback did not have a significant effect on the fluency and complexity of students’ English writing.Finally,students had positive attitudes toward the teacher’s corrective feedback,believing that the teacher’s corrective feedback made them aware of the types of errors they made and that they would avoid the same errors in their next writing.However,some of the students who received indirect corrective feedback indicated that they did not understand the feedback provided by the teacher,and they preferred the teacher to provide direct corrective feedback.Therefore,high school English teachers can adopt different types of corrective feedback in writing instruction as a way to improve students’ accuracy,fluency,and complexity in English writing.In addition,teachers should choose different types of corrective feedback based on the full consideration of students’ individual differences.