The Effects Of Teachers’ Written Feedback In English Writing On Senior High School Students With Different Thinking Styles

As a linguistic skill,English writing plays a crucial part in English acquisition and learning.Teachers’ written feedback is a significant means of teacher-student interaction in English writing teaching.In recent years,the effectiveness of teachers’ written feedback has been a hot spot of research,and it has been noted that both feedback methods and learners’ characteristics are considerable variables affecting the effectiveness of feedback.This thesis attempts to probe into the effects of single feedback and combined feedback on the English writings of linear thinking style learners and nonlinear thinking style learners,which is reflected by the overall quality,complexity,accuracy,and fluency.The research questions of the thesis are as follows:(1)How do different types of teachers’ written feedback influence the overall quality,accuracy,fluency,and complexity of senior high school students’ English writing?(2)Do different types of teachers’ written feedback have different effects on the overall quality,accuracy,fluency,and complexity of English writing between students with linear thinking style and students with nonlinear thinking style?(3)What types of teachers’ written feedback are more effective for English writing of students with different thinking styles?The author made an eight-week empirical study on the 50 students of Class Seven,Grade One of a senior high school in Fuzhou.The major findings are listed below.(1)Both the single feedback and the combined feedback exert a beneficial influence on senior high school students’ overall quality of English writing,and the combined feedback produces a stronger effect on writing accuracy.(2)The two methods of feedback have different effects on the writings of the students with different thinking styles.Single feedback has a stronger impact on linear thinking style learners in overall quality and accuracy than on nonlinear thinking style learners.(3)No significant difference exists between the two feedback methods for linear thinking style learners in respect of overall writing quality,accuracy,fluency,and complexity,but the combined feedback generates a greater positive impact on nonlinear thinking style learners.Thus,the combined feedback is more suitable for nonlinear thinking style learners.Finally,the research provides some implications for the writing teaching of senior high school English teachers.It’s hoped that this study can be constructive in providing some reference for senior high school English teachers in the application of effective teachers’ written feedback,which will be conducive to ameliorating the teaching and learning of English writing in senior high school.