The Review of Different Feedback Modes on Senior High School Students’ English Writing Quality

Yifan Wang

doi:10.54691/fsd.v3i3.4515

Authors

Yifan Wang

DOI:

https://doi.org/10.54691/fsd.v3i3.4515

Keywords:

Writing Feedback Mode; English Writing Quality; High School Students.

Abstract

Writing ability is an important part of comprehensive English ability, and it is the key to promoting students' English literacy. Effective writing feedback can help learners improve their motivation of English learning and quality of writing. Based on the theory of noticing hypothesis theory, output hypothesis theory and process writing method, this study analyzes the impact of AWE feedback and model essay feedback on the English writing quality of high school students form the macro and micro level, that is, students’ English writing scores and the accuracy, fluency and complexity of their written texts. After the investigation, it was found that the AWE feedback could effectively improve the accuracy of students’ writing texts, while the model essay feedback had a significant effect on students’ writing fluency and complexity. It can be seen that different feedback methods have complex effects on text quality. Compared with AWE feedback, model essay feedback can promote the text quality in more dimensions.

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