An Experimental Study Of The Effect Of Asymmetric Peer Assessment On Senior High School Students’ English Writing Accuracy

Writing,as one of five language skills,plays a significant role in English language learning.Therefore,to improve students’ English writing ability is a common topic for all English teachers.As a standard to measure L2 writing ability,much attention has been paid to linguistic accuracy by researchers at home and abroad.According to General Senior High School Curriculum Standards(2017 Edition 2020 Revised Version),teachers should handle the relationship between teaching,learning and evaluation to achieve the purpose of promoting teaching and learning by evaluation.Moreover,it clearly requires to highlight the principal position of students in the evaluation.As the main participants in the process of evaluating,students should be under the guidance of teachers,actively participate in the evaluation,find and analyze the specific problems of students.However,in the actual high school writing teaching,teacher feedback dominates and the evaluation method is single.At present,scholars at home and abroad pay more attention to the application of Peer Assessment in English writing teaching.And the subjects are mostly college students.While the experimental studies on high school students as subjects are relatively few.Meanwhile,in order to optimize the effect of Peer Assessment,some scholars have proposed that the influence of learners’ L2 proficiency and form of grouping on its effectiveness should be fully considered.But there are few relevant studies in this filed.Therefore,the present study aims to explore the effect of the application of Asymmetric Peer Assessment in high school English writing teaching.The research mainly focuses on the following three questions:1.What is the effect of Asymmetric Peer Assessment on lexical accuracy of senior high school students’ English writing?2.What is the effect of Asymmetric Peer Assessment on grammatical accuracy of senior high school students’ English writing?3.In terms of lexical and grammatical accuracy,what is the difference of the effect of Asymmetric Peer Assessment on senior high school students’ English writing with different proficiency?In this thesis,96 students are selected as the research subjects who come from two parallel classes of the first grade in a senior high school in Shijiazhuang,Hebei Province.In the process of the experiment,process-oriented writing is implemented in experimental class(EC)and control class(CC)and Asymmetric Peer Assessment is implemented in EC.The whole pedagogical experiment lasts for 12 weeks.Before and after the experiment,students in the two classes take the pre-test and post-test at the same time.And students in EC are grouped according to the results of the pre-test.Secondly,SPSS 26.0 is used to analyze the collected data.Finally,in order to know deeply about students’ understanding of Asymmetric Peer Assessment,four students are randomly selected from each group with high and low writing proficiency to conduct interviews in EC so as to collect qualitative data.Findings of the present study are concluded as follows.Firstly,compared with CC,the lexical accuracy of EC is significantly improved after the experiment.By analyzing the changes of students’ morphological and semantic accuracy,it is found that students’ morphological accuracy is obviously improved.Secondly,by comparing the grammatical accuracy of the two classes,it is found that the grammatical accuracy of EC is significantly improved.Especially,the morphological accuracy is significantly improved.Finally,the results prove that in terms of lexical accuracy,Asymmetric Peer Assessment has different influences on students with different writing proficiency.It can only significantly improve the lexical accuracy of students with high proficiency.The grammatical accuracy of students with high and low proficiency improves significantly.And the improvement of students with low proficiency is greater.In conclusion,this study shows that Asymmetric Peer Assessment can be applied in high school English writing teaching.In order to optimize the effect of Peer Assessment,attention should be paid to learners’ L2 proficiency and the mode of grouping so as to better play its role in improving students’ English writing ability.It is hoped that this study can provide reference for high school English writing teaching.In addition,relevant studies on Asymmetric Peer Assessment need further development.