An Experimental Study Of The Effects Of Dynamic Assessment Combining Group Peer Feedback And Teacher Feedback On Junior High School Students’ English Writing

English writing is an important part of language learning,which is difficult to develop among all the skills.Providing feedback is an important part of writing instruction.Feedback can be provided by both teachers and students.However,many English writing teachers have long used teacher feedback alone.They pay too much attention to the results of writing and ignore the writing process.Dynamic assessment places emphasis on the assessment of the learner’s learning process,and emphasizes mediated intervention and the combination of learning,teaching,and assessment.Based on the theory the Zone of Proximal Development,and the Mediated Learning Experience Theory,by applying dynamic assessment combining group peer feedback and teacher feedback to junior high school English writing instruction,this study explores the following three questions:(1)What is the effect of dynamic assessment combining group peer feedback and teacher feedback on students’ writing strategies?(2)What is the effect of dynamic assessment combining group peer feedback and teacher feedback on students’ writing proficiency?(3)What are the differences in the effect of dynamic assessment combining group peer feedback and teacher feedback on students of different writing levels?A three-month study was conducted in two parallel classes in a junior high school in Guangdong Province,involving sixty-five participants,who were divided into an experimental class and a control class.The experimental class conducted group peer feedback and teacher feedback based on dynamic assessment,while the control class adopted teacher feedback.Meanwhile,relevant data were collected through tests,questionnaires,and interviews to answer the three questions.A writing strategy questionnaire was conducted before and after the experiment to analyze students’ writing strategies.The interview in the experimental class is a supplement to the analysis to understand how students’ writing strategies have changed.A comparison was made between the writing scores of the experimental class and the control class before and after the experiment.Furthermore,the study compared the writing scores of different levels of students in the experimental class.The results show that:(1)Dynamic assessment combining group peer feedback and teacher feedback can improve students’ writing strategies and has a positive effect on planning strategy,drafting strategy,and revision strategy.(2)Although there is no significant difference between the writing scores of the experimental and control classes on the post-test,the writing average score of the experimental class on the post-test is higher than that of the control class.In addition,there is a significant difference between the writing scores of the experimental class on the pre-test and the post-test.It can be seen that the dynamic assessment combining group peer feedback and teacher feedback has some effect on students’ writing proficiency.(3)For students with different English writing levels,there are differences in the effects of dynamic assessment combining group peer feedback and teacher feedback.Significant differences are found between low-and middle-level students in the pretest and posttest comparisons,but not for high-level students.The research might provide insight into the implementation of dynamic assessment.Dynamic assessment combining group peer feedback and teacher feedback stimulates students’ learning potential and initiative through teacher-student collaboration,expands students’ Zone of Proximal Development,and facilitates the continuous development of students’ learning abilities.