How to Use Written Corrective Feedback in High School English Writing Teaching

Xinyue Zhou

doi:10.54691/ktnqj662

Authors

Xinyue Zhou

DOI:

https://doi.org/10.54691/ktnqj662

Keywords:

English Writing Teaching; Written Corrective Feedback; Writing Level.

Abstract

English writing, as an important expressive skill, is the key to English writing teaching. However, the current situation of English writing teaching in senior high school is not optimistic. One of the reasons for this is that teachers and students don’t pay enough attention to the use of feedback. Written corrective feedback is the main way for teachers to evaluate students’ writing, which can promote students’ writing level. Ellis (2009) classifies written corrective feedback into direct corrective feedback, indirect corrective feedback, metalinguistic corrective feedback, unfocused corrective feedback, electronic feedback and reformulation based on the strategies for providing feedback and the students’ responses to the feedback. Therefore, this paper is devoted to exploring the characteristics of these six types of feedback and how to better apply them in English writing teaching. Thus, feedback can play a positive role in writing teaching and improve the accuracy and level of students’ writing.

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