An Empirical Study On The Effect Of Peer Review On English Continuation Writing Teaching Of Senior High Schools

The Senior High School English Curriculum Standards(2017 edition)clearly states that teachers must correctly handle the relationship among,“teaching”,“learning” and “evaluation”in the teaching process,so as to achieve “promoting learning with evaluation”and “promoting teaching with evaluation”.However,for a long time,teachers have always led the entire teaching evaluation process,and students can only passively receive the teacher’s evaluation and feedback.The reason is the subjectivity of students has not been brought into play,thereby reducing their enthusiasm and interest in learning.As a new type of college entrance examination writing,continuation task which creatively integrates “input” and “output”,has brought great challenges to both students and teachers,so it is more necessary to bring students’ motivation into play during the teaching process.This study based on the theory of Krashen’s input theory,Swain’s output theory and cooperative learning theory,adding the peer review into the teaching process,which aims to explore the feasibility and effectiveness of the peer review on continuation writing teaching.The author selected 90 students of two parallel classes of Xiamen L Senior High School as research participants.During the four-month teaching experiment,the experimental class adopted a peer review model,and the control class took a traditional teacher evaluation model.The research mainly revolves around the following three questions:(1)What attitude do high school students have towards continuation tasks? Can peer review improve their attitudes towards continuation tasks?(2)After high school students take peer review training,can improve their continuation writing performance? What are the specific aspects?(3)What are the students’ views on the application of the peer review model to continuation writing teaching?The study reveals the following three findings:(1)Through the comparison of questionnaire surveys and interview results,the introduction of peer review on the continuation writing teaching can greatly improve students’ attitudes towards continuation tasks,enhance students’ interest in the continuation tasks,and increase their confidence in completing continuation tasks.(2)By comparing the results of continuation writing tests,there is a significant difference between the results of the experimental class and the control class.The peer review model can effectively improve students’ continuation writing performance,which is mainly reflected in the construction of the content and plot,and the richness of the language.(3)The students generally expressed that they enjoy participating in peer review activities,and are willing to introduce peer review in future reading and writing teaching,but they still need guidance and feedback from teachers.Based on these findings,the study put forward three suggestions in order to provide some reference for continuation teaching of high school:(1)Before peer review grouping,teachers need to arrange peer review activities and tasks properly based on the students’ reading and writing ability,evaluation ability.(2)Teachers need to ensure that the selected materials have a certain appeal to students and increase the interesting degree of the continuation writing materials;besides according to the students’ language level,they should provide supplementary reading materials after class to increase students’ language and context reserves.(3)The implementation of peer review does not mean to replace the evaluation role of teachers.Teacher evaluation should be used as a supplement to peer review and provide students with necessary support,like giving feedback and guidance to students’ reviews properly.