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can be divided into explicit corrective feedback and implicit corrective feedback, focused corrective feedback and unfocused corrective feedback, form-based corrective feedback and content-based corrective feedback. Some examples and explanations will be used to clarify these six different types of corrective feedback for subsequent data collection and statistics. 

For example, explicit corrective feedback present a direct correction from teachers like Figure 4.1 , while implicit corrective feedback indicates that teachers only tend to identify the mistake and further correction will be made by students. As shown in Figure 4.1, some grammar or spelling errors, such as “differences”, “shys”, and “My is...”, were highlighted by the teacher with a red line, and then some corrections were given to the students to make them more aware of grammar points they have not mastered. However, as shown in Figure 4.2, some language errors in students’ compositions were only circled by the teacher without further correction, and such corrective feedback is indirect corrective feedback. 

Chapter Five  Conclusion

5.1 Major Findings

After the analysis of the collected data and information, the conclusions of the three research hypotheses are gradually revealed. The first question is designed to explore the characteristics of corrective feedback received by junior middle students. The second question focuses on students’ perceptions for corrective feedback. The third question studies the influence of corrective feedback on students’ writing motivation. In this research, both qualitative and quantitative techniques were employed to determine the answers to the aforementioned three questions. Next, some findings about the above research questions will be demonstrated.  

First of all, 180 writing materials were collected to address the first research question. Firstly, it is found that the corrective feedback received by students in writing practice is usually implicit. That is, language mistakes in students’ writing are usually identified by teachers, and students are supposed to further correct these mistakes by themselves. It is an efficient feedback strategy for both teachers and students. Because it helps to save time for teachers and allows students to identify grammar points that they have not yet mastered. To some extent, implicit corrective feedback can not only relieve teachers’ burden on teaching, but also leave room for students to review language. Secondly, corrective feedback students received is usually unfocused, or we can say comprehensive, which means that all the mistakes in a composition will be identified by the teacher without omission. It is undoubtedly time-consuming for the teacher, while it saves a lot of self-examination time for the student. Unfocused corrective feedback is the synonym of the English teacher’s carefulness, patience and responsibility. Such types of corrective feedback means that teachers have to carefully mark all the mistakes in a student’s composition, which can be extremely demanding. For some teachers with a lot of teaching tasks, correcting mistakes comprehensively is a heavy workload, which may make it difficult for these teachers to take time off to improve the classroom teaching. Finally, the corrective feedback students receive is本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。