Exploring the Effects of Teachers' Feed up and Feed Forward on Chinese Senior High Students' English Writing Self-efficacy and Writing Motivation

Abstract

In second-language writing, learners need to coordinate a great number of linguistic and epistemic procedures and resources. Learners’ motivation and self-efficacy are influenced by many factors, among which teacher's feedback is particularly important. This study investigated the correlation between writing self-efficacy and motivation and feed up and feed forward. 56 Chinese students from one senior high school participated in questionnaires that were employed to collect the research data. The participants were asked to complete writing self-efficacy and motivation questionnaires as a pre-test and post-test after receiving feed up and feed forward over the course of four sessions. This study shows that teachers' feed up and feed forward considerably increased participants' writing motivation, but did not significantly affect their writing self-efficacy, according to the results of two scales and paired samples t-test comparisons. According to the study's conclusions, it is advised that teachers should recognize the complex relationship between feed up, feed forward and students' writing self-efficacy and motivation thus proposing some coping strategies.