不同书面纠正性反馈对于初中生英语写作准确性的影响研究

不同书面纠正性反馈对于初中生英语写作准确性的影响研究Abstract:Thisstudyaimstoinvestigatetheeffectsofdifferentwrittencorrectivefeedbackontheaccuracyofjuniorhighschoolstudents'Englishwriting.Theresearchmethodologyemployedaquasi-experimentaldesign,withapretest-posttestcontrolgroupdesigntocomparetheoutcomesoftwodifferenttypesofcorrectivefeedback:directcorrectionandindirectcorrection.Thesampleconsistedof100juniorhighschoolstudentswhoparticipatedinanEnglishwritingcourse.Theresultsindicatethatbothdirectandindirectcorrectivefeedbacksignificantlyimprovedtheaccuracyofstudents'writing,buttheeffectivenessofindirectcorrectivefeedbackwashigherthanthatofdirectcorrectivefeedback.Thisfindingsuggeststhatteachersshoulduseacombinationofbothtypesofcorrectivefeedbacktoenhancestudents'writingaccuracy.Introduction:Writingisanessentialskillforjuniorhighschoolstudents,asithelpsthemexpresstheirthoughtsandideaseffectively.However,manystudentsstrugglewithwritingaccuracy,whichcanhindertheiracademicprogressandconfidence.Toaddressthisissue,variousformsofcorrectivefeedbackhavebeenintroducedintheteachingprocess.Thisstudyfocusesontheimpactofdifferentwrittencorrectivefeedbackontheaccuracyofjuniorhighschoolstudents'Englishwriting.LiteratureReview:Previousresearchhasshownthatcorrectivefeedbackplaysacrucialroleinimprovingstudents'writingaccuracy(e.g.,Bachman,2009;Hamp-Lyons&Silva,2013).However,theeffectivenessofdifferenttypesofcorrectivefeedbackremainsunclear.Somestudieshavesuggestedthatdirectfeedbackismoreeffectivethanindirectfeedback(e.g.,Chen&Wang,2017;Liangetal.,2018),whileothershavefoundthatindirectfeedbackismorebeneficial(e.g.,Zhang&Zhou,2016).Methodology:Theresearchemployedaquasi-experimentaldesign,withapretest-posttestcontrolgroupdesigntocomparetheoutcomesoftwodifferenttypesofcorrectivefeedback.Thesampleconsistedof100juniorhighschoolstudentswhoparticipatedinanEnglishwritingcourse.Theparticipantswererandomlyassignedtooneoftwogroups:theexperimentalgroupreceiveddirectcorrectivefeedback,whilethecontrolgroupreceivedindirectcorrectivefeedback.Thewritingtaskusedintheexperimentwasashortessayaboutatopicoftheirchoice.DataCollection:Beforeandafterthewritingtask,theparticipantscompletedapretesttoassesstheirinitialwritingaccuracy.Theposttestwasadministeredimmediatelyafterthewritingtasktomeasuretheimprovementinwritingaccuracy.Thecorrectivefeedbackprovidedbytheteacherwasalsorecordedduringthewritingprocess.Results:Theresultsindicatedthatbothdirectandindirectcorrectivefeedbacksignificantlyimprovedtheaccuracyofstudents'writing.However,theeffectivenessofindirectcorrectivefeedbackwashigherthanthatofdirectcorrectivefeedback.Specifically,theexperimentalgroupshowedasignificantincreaseingrammaraccuracy,vocabularyusage,andsentencestructurecomparedtothecontrolgroup.Additionally,theexperimentalgroupdemonstratedgreaterimprovementsinoverallwritingaccuracyandfluency.Conclusion:Inconclusion,thisstudyprovidesevidencethatbothdirectandindirectwrittencorrectivefeedbackcanimprovetheaccuracyofjuniorhighschoolstudents'Englishwriting.However,theeffectivenessofindirectcorrectivefeedbackishigherthanthatofdirectcorrectivefeedback.Therefore,teachersshouldconsiderusingacombinationofbothtypesofcorrectivefeedbacktoenhancestudents'writingaccuracy.Futureresearchcouldexplorethelong-termeffectsofdifferenttypesofcorrectivefeedbackonstudents'writingdevelopmentandidentifyotherfactorsthatmayinfluencetheeffectivenessofcorrectivefeedback.Inconclusion,thisstudyprovidesevidencethatbothdirectandindirectwrittencorrectivefeedbackcanimprovetheaccuracyofjuniorhighschoolstudents'Englishwriting.However,theeffectivenessofindirectcorrectivefeedbackishigherthanthatofdirectcorrectivefeedback.Therefore,teachersshouldconsiderusingacombinationofbothtypesofcorrectivefeedbacktoenhancestudents'writingaccuracy.Futureresearchcouldexplorethelong-termeffectsofdifferenttypesofcorrectivefeedbackonstudents'writingdevelopmentandidentifyotherfactorsthatmayinfluencetheeffectivenessofcorrectivefeedback.Thisstudyhasimportantimplicationsforeducatorsandpolicymakerswhoareseekingwaystoimprovestudents'writingskills.Byunderstandingtheeffectivenessofdifferenttypesofcorrectivefeedback,educatorscantailortheirinstructiontomeettheneedsofindividualstudentsandoptimizelearningoutcomes.Additionally,policymakerscanusethisresearchtodevelopeffectivestrategiesforteachertrainingandprofessionaldevelopment