The Influence of Teacher Feedback on Junior Middle School Students’ English Writing

Abstract

English, as a universal language, has become a link between different cultures. English education has been revived and expanded in China since the country’s reform and opening up in 1978. However, there are clear deficiencies in Chinese students’ English language development, particularly in writing, due to flaws in the educational system and teaching strategies. Teachers have long paid attention to pupils’ writing proficiency since it is critical to learning English. Teacher feedback plays an important role. Teacher feedback is an important measure in the teaching process, which is the assessment and response of teachers to students’ learning situations, learning outcome outcomes, and learning motivation. It can help teachers understand students’ learning situations, adjust teaching strategies in time, and promote students’ progress. Proper feedback helps students improve their writing. This paper systematically reviews recent studies on the impact of teacher feedback on junior middle school students’ English writing, aiming to explore how different types of teacher feedback and their frequency affect students’ writing ability, writing attitude, and writing process. Based on the systematic analysis of the existing literature, this paper aims to provide suggestions for junior high school English teachers to optimize feedback strategies to improve students’ writing levels and facilitate readers to quickly understand the field.