学生课堂参与在其英语学习中占据重要地位。课堂学习效率可能会对其英语技能和成绩产生重大影响。在笔者以前的教学中，部分学生无法自信地参与课堂学习任务和活动。后来发现，教师反馈有望成为改善该现状的潜在方案。特别地，笔者探讨的是如何通过提供聚焦于学生回答内容的反馈以提高学生课堂参与。
      为期三个月的本行动研究致力于研究如何通过提供内容反馈以改善高中生英语课堂参与。提供内容反馈的主要策略包括承认学生的正确答案、暗指错误的答案、扩展或改进学生的答案、重复学生的答案、总结学生的答案、根据学生的回答内容进行表扬或批评。教师可通过在课堂上使用以上策略来提供内容反馈。需要注意的是，提供内容反馈的策略并不仅仅局限于以上几种。
     本研究的数据来源包括学生调查问卷、课堂教学实录、教学日志和学生团体焦点访谈。关于定量数据分析，笔者对前期和后期问卷的数据进行了平均分比较和配对样本 T 检验，对质性数据则进行了编码和细致分析。研究结果表明，学生课堂参与的整体情况以及其中两个维度（行为参与和认知参与）通过教师提供内容反馈在一定程度上得到了提升，但情感参与的相关数据没有发生显著变化。因此，学生课堂情感参与有望成为未来对此话题感兴趣的研究者继续深入研究的方向。

    Students’ classroom engagement plays an essential role in their English learning. The effectiveness of classroom learning may have a significant impact on their English skills and grades. In my previous teaching, it seemed that some students were unable to engage in classroom tasks and activities confidently. Later, it was found that teacher feedback was a possible solution to improve the situation. Specifically, I explore that how to enhance students’ classroom engagement by providing feedback that focuses on the content of students’answers.
    This three-month action research project aims to investigate senior high school students’ classroom engagement by giving feedback on content. The main strategies to accomplish feedback on content include acknowledging a correct answer, indicating a wrong answer, expanding or modifying an answer, repeating an answer, summarizing an answer, and praising or criticizing the student according to the content of the answer. Teachers give feedback on content by applying these strategies in class. Notice that the strategies to accomplish feedback on content are not restricted to the above ones.

    The data source of this present research includes questionnaires, classroom video records, teaching diaries and focus group interviews. For quantitative data analysis, a comparison between the mean of the pre-questionnaire and post-questionnaire surveys as well as a paired sample T test was conducted to analyze the data from the two questionnaire surveys. For qualitative data, they were coded and analyzed in detail. According to the data analysis results, it turned out that the students’ overall classroom engagement and two of its three dimensions, behavioral engagement and

cognitive engagement, are improved to some degree by providing feedback on content. However, for emotional engagement, the other dimension of students’ classroom engagement, has no significant change statistically. Thus, the students’ emotional engagement may become a potential research direction for those who are interested in this issue.