The Effects Of Teacher Feedback And Peer Feedback On Senior High School Students’ Writing Self-efficacy Under Continuation Task

Writing,as one of the indispensable English language skills,can reflect learners’ comprehensive ability of using language.When encountering the new testing item,continuation task,a wide range of students’ writing self-efficacy is low,and they are eager to improve their English writing proficiency.Effective feedback is an important means to improve students’ writing proficiency.At present,teacher feedback and peer feedback are the main ways of feedback in English writing teaching.Quite a few researchers have carried out studies to explore the effects of teacher feedback and peer feedback on students’ writing proficiency but there are few studies related to affective factors that play an important role in students’ learning process,especially in the specific writing testing item.Therefore,under continuation task,the effects of teacher feedback and peer feedback on affective factors need to be proved by more empirical studies.This study attempts to explore the effects of teacher feedback and peer feedback on students’ writing self-efficacy under continuation task,and specifically discusses the following three research questions:(1)Can teacher feedback improve students’ writing self-efficacy under continuation task?(2)Can peer feedback improve students’ writing self-efficacy under continuation task?(3)Is there a significant difference between teacher feedback and peer feedback on students’ writing self-efficacy under continuation task? If so,in what aspects?This study was conducted in a senior high school in Shijiazhuang,locating in Hebei Province.The participants were 56 students who are in their first year in senior high school.Before the experiment,the students’ English writing scores of the unified examination at the beginning of the first semester were collected.According to the scores,the students were divided into experimental group A and experimental group B.At the same time,the questionnaires of writing self-efficacy were given to the students.Independent sample T-test was used to analyze the English writing proficiency and writing self-efficacy of the two groups,whose results proved that the writing proficiency and writing self-efficacy of the two groups were almost the same.During the experiment,experimental group A and experimental group B conducted continuation writing once a week,whose writing requirements are the same.In order to investigate the changes of students’ writing self-efficacy under different feedback,from the start of the third week to the end of the eighth week,experimental group A received teacher feedback,while experimental group B received peer feedback.After that,the students were given the same questionnaires of writing self-efficacy.From the beginning of the ninth week to the end of the fourteenth week,experimental group A carried out peer feedback,while experimental group B implemented teacher feedback.In the fifteenth week,the same questionnaires of writing self-efficacy were given out and six students were randomly selected for interview.Based on the results of data analysis by SPSS 23.0 and the results of interview,the following conclusions were drawn:(1)Teacher feedback can improve students’ writing self-efficacy under continuation task;(2)Peer feedback can improve students’ writing self-efficacy under continuation task;(3)Teacher feedback and peer feedback have a significant difference on the effects of students’ writing self-efficacy under continuation task.Teacher feedback can improve students’ writing self-efficacy more than peer feedback,which is mainly reflected in writing skills.The implications of this study are as follows: combining teacher feedback and peer feedback appropriately,increasing positive teacher feedback suitably,paying attention to the training of peer feedback,selecting material that is interesting and conforms to students’ level and paying attention to students’ emotions.