A Comparative Study of Different Feedback Methods on University Students English Writing Ability

Abstract

The study intends to apply process writing and sociocultural theory by noticing the hypothesis as the theoretical background
and using questionnaires, pre-tests and post-tests as research methods to conduct empirical research through teacher feedback and automatic feedback in university English writing teaching and to conduct experiments on seniors from a university in Hong Kong to answer
the questions above. The experiment lasted for 16 weeks, and a total of 300 students from 10 classes will participate in the experiment.
There will be 200 samples respectively in the experimental and control classes. In writing teaching, students in the experimental group
received feedback that combined online automatic feedback and teacher feedback, and students in the control group solely received
teacher feedback. During the experiment, participating students need to complete two writing tasks. The materials for these two writing
tasks are all original IELTS writing questions. Two English teachers will give a score based on the grading standard after each writing
task is completed. This research will use SPSS.25 to analyze the experimental data collected in the previous semester. It will summarize
and reflect on the experimental results to provide some teaching enlightenment for second language teaching, especially what kind of
feedback mode to adopt.