Abstract:

The impact of teacher’s feedback on elearners’ English reading abilities is explored by empirical study In the twosemester research, 77 elearners’ were divided into experimental group and control group to compare the effects of the reading practice with teacher’s feedback and students’ complete autonomous reading practice on students’ reading abilities The result shows that the two approaches can generate obvious differences in elearners’ reading abilities: teacher’s feedback can lead to a much better outcome while the complete autonomous approach proves to be less successful or even a failure

Key words: teacher’s feedback, autonomous learning, extracurricular reading, distance education