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rent English writing situation inthe senior high school. The second time was in November of 2012 and aimed toinvestigate their attitude and expectations to teachers’ written feedback. The third timewas in January of 2013 just before the final examination of this tem only aiming forknowing about the change of them and the effect of the case study. The author alsointerviewed with five teachers of different experiences in November, 2012. The aim isto know about their attitude to written feedback and how they do on this aspect.Before the results and analysis, the basic information of students and teachersinterviewed is in the following: Teacher B and D says she usually points out the errors, underline them or circlethem and try her best to help students correct the errors. While other three teacherssay they only underline or circle the errors at times in order to develop students’independent thinking ability. Especially teacher E states that usually she points out theerrors without correction, but asks students to correct them mutually afterwards.
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Conclusion

Through the analysis of the influence of teachers’ written feedback on students’writing ability, it can be proved that the application of proper written feedback canhelp the students improve their wiring ability. Students’ writing ability is affected bymany factors as we have mentioned in the previous chapter. The present study is theone that investigate if written feedback has effect on writing ability among students inthe senior high school. The major findings of this study are listed as follows:Firstly, direct feedback type is more fit to students. Almost both of the studentsshow that they would like teachers to give right answers to the errors or provide someexplanations of these errors. The results of writing materials of the two students in thecase study prove again that some errors appeared in the first writing can reappear inthe rewriting if teachers do not give correction or tips. Through the investigation, weknow about the reasons. Some errors indeed make students confused and puzzled, andeven they do not know why they are underlined or circled. Therefore, some studentschoose to keep them unchanged waiting for teachers’ correction. However, the authoralso finds that some errors such as spelling and word group errors can be corrected bystudents themselves so that teachers can help point out them and no need to correctthem on this aspect. Teachers’ teaching and students’ learning are tradition in theteaching system of China, so the type of direct feedback is more suitable
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Reference (omitted)

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