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ack ....... 25
4.1.1 Linguistic Features of Teacher Written Feedback ..... 25
4.1.2 Focus of Teacher Written Feedback ...... 28
4.1.3 Different Strategies of Error Feedback ...... 30
4.2 Student’s Feedbacks on their Teachers’ Feedback .... 33
Chapter 5 Conclusion.... 40
5.1 Major Findings ........ 40
5.2 Implications for Pedagogy ..... 41
5.3 Limitations and Suggestions ....... 43

Chapter 4 Results and Discussion

4.1 Features of Teacher Written Feedback
The study on language features emphasis on two points: the focus and the ways. Theformer means that whether the teacher pay attention to the accuracy and validity of thelanguage in use or on the rich content and well design of the structure when giving marks; thelatter means in what way the teacher used to provide these two types of feedback. Researchesnoticed that some teachers tend to correct students’ surface mistakes in students’ writings.They used to point out the errors and correct them but rarely give positive feedback abouttheir writing content (Cumming, 1985). Other researchers criticize that some teachers’feedbacks are not specific. Students do not know how to correct their compositions afterreceiving teacher’s feedback.In order to identify the language features of teacher’s written feedbacks in this case study;the author collected 120 students’ writing tasks with teachers’ written feedbacks on them andanalyzed the data.First, we can conclude from the data that the teacher is used to using imperatives to givesuggestions, and make request and make mechanics or grammar comments. For example,“pay attention to the tense”, “focus on details”, “make your handwriting clearly” and so on. Itappears that the teacher is more direct when providing comments. Next, in terms of hedges,only 4.34% comments include hedges. Third, teacher’s comments seem almost equallybetween general feedback and text-specific feedback. Through deep analysis of the data theauthor finds that the teacher mainly uses simple or general exclamations, like “well done”,“good job”, “well developed”, etc.
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Conclusion

On of the research question is to explore the features of teacher’s written feedback.According to the result based on data analysis, the author concludes the following researchfindings:First, under the guidance of traditional teaching method, the teacher in this case studyprefers the negative feedback. She thinks it is no necessary to point out students’ advantagesof writing. Instead, she believes it can help increase the sensitive of students’ for theirmistakes and avoid making the same mistakes again in the future if she correct students’wrong places directly. However, the author finds that the student will feel very depressed andlose self-confidence if there are a lot of red marks and comments on their compositions.Second, the teacher likes to use direct error corrective feedback. The research shows thatof all the indirect feedback, the teacher prefers to point out where the error is, and the otherthree types seldom appears, especially the type of “using error code”. In this research theteacher’s feedback is lack of variety. Nevertheless, it can be seen that teacher in this studyconcern not only on the language of students’ writing but also on their writing ideas.
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