Abstract

As an important part of classroom discourse, effective teacher feedback ensures the quality of classroom discourse. Most studies nowadays take reading or writing classes as research subjects, but the research on teacher feedback in continuation writing classes has not been discussed yet. Besides, most researchers pay less attention to the effective use of teacher feedback. Therefore, in order to find out the effective use of teacher feedback in continuation writing classes, this paper will explore the characteristics of effective teacher feedback by observation and discourse analysis methods in five excellent English continuation writing classes. The main findings are as follows: experienced teachers attach great importance to the use of feedback; second, experienced teachers prefer to use mixed feedback; third, teachers are supposed to use different types of teacher feedback, especially the Question Closely, Repetition plus Question Closely and Recast plus Question Closely. These findings will remind teachers of the importance of teacher feedback, and provide useful guidelines for teachers who are confused about how to use teacher feedback in continuation writing class.

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