A Study On Teachers’ Simplex Feedback In Senior High School English Speaking And Listening Class From The Perspective Of Affordance Theory

Teacher feedback is a vital component of classroom interaction and plays a crucial role in students’ learning.Through feedback,students’ language learning can be adjusted,and the Zone of Proximal Development can be created.Therefore,teacher feedback is a field worth attention and research.This study aims to investigate the simplex teacher feedback in high school English listening and speaking lessons from the perspective of affordance Theory.Utilizing affordance Theory to study teacher feedback aims to better understand how teachers can provide effective feedback to students and optimize this process to enhance the quality of education.The study of simplex teacher feedback helps to simplify research questions,clarify feedback effects,and determine good teaching practices.This research can provide educators with more information on how to provide effective feedback,thus helping to improve the quality of education.Through classroom observation,questionnaires,interviews,and narratives,the study answers the following three questions:(1)What is the distribution of simplex teacher feedback according to the taxonomy of teacher feedback?(2)What is senior high school English learners’ perception and interpretation of simplex feedback given by English teachers?(3)What are the factors that can affect senior high school English learners’ perception and interpretation of simplex teacher feedback?Through questionnaires,classroom observations,interviews,and narratives,the study concludes the following results:(1)Currently,high school English teachers’ feedback in listening and speaking lessons has shown sufficient diversity.Among various types of feedback,monotypic positive feedback is the most commonly used method by high school English teachers,while explicit correction is the least used type in monotypic teacher feedback.(2)Most high school students can positively perceive and interpret monotypic teacher feedback,among which inspirational feedback in monotypic feedback is a type of feedback that is more easily positively perceived and interpreted by high school students.(3)Due to various complex sociocultural factors such as high school students’ learning objectives,learning background,learning level,and the characteristics of monotypic feedback itself,there are individual differences in the process of students transforming teacher feedback into positive affordance.The results of this study suggest that:(1)High school English teachers should provide differentiated feedback strategies for each student according to their characteristics and needs when giving teacher feedback.(2)While paying attention to the diversity of teacher feedback,high school English teachers also need to pay attention to the proportion among various types of feedback to ensure the effectiveness of feedback strategies during the teaching process.(3)High school English teachers need to pay attention to the creation of teaching environment,provide appropriate teacher feedback for high school students,to promote students’ learning progress and interest cultivation.