Chapter V: Conclusion
5.1 Major Findings
Knowing the challenge that continuation writing brings to students and the poor effectiveness of the current teacher feedback method toward continuation writing in senior high school through the teacher interview, the author concentrates on optimizing the teacher feedback method to improve students’ continuation writing achievement. Therefore, according to interactive alignment theory and cognitive learning theory, the author applies teacher collective feedback based on mind maps and explores the effects of this kind of teacher feedback method on students’ continuation writing. Two parallel classes were randomly selected in the second grade of senior high school as research participants, class A was EC with 39 students, and class B was CC with 41 students. After 12 weeks of feedback experiment, the author analyzed students’ overall continuation writing achievement, lexical diversity, syntactic complexity, and discourse cohesion of students’ continuation writing through Coh-Metrix 3.0, and analyzed senior high school students’ real views and attitudes towards this teacher feedback method through interviews with six students, the main findings of this study are shown below.
First, teacher collective feedback based on mind maps can improve the overall English continuation writing achievement of senior high school students. Through the comparison of the post-test continuation writing scores of students in EC and CC, as well as the continuation writing scores of students in EC and CC before and after the experiment, it can be found that the overall continuation writing achievement of students in EC is better than that of students in CC. Meanwhile, the continuation writing achievement of students in EC has improved than that before the experiment. The overall continuation writing scores of students in CC improved slightly but did not change as significantly as those of students in EC. Moreover, it can be found that students hold a positive attitude toward this kind of feedback through interviews with six students. Therefore, it shows that teacher collective feedback based on mind maps has a positive effect on students’ overall English continuation writing in senior high school, and it can serve as a desirable teacher feedback method to promote students’ English continuation writing.
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