A Study On The Effects Of The Integration Of Group Peer Feedback And Teacher Feedback In Senior High School English Writing Teaching

Writing is one of the most difficult and boring tasks in the process of language learning,therefore,teacher should flexibly apply various teaching methods in the specific teaching process to make the writing process rich and colorful.Feedback is also an essential skill in the process of learning writing.Most of the experiments related to teacher feedback and group peer feedback are conducted on college students,and few are carried out on senior high school students.Therefore,based on the previous research,this thesis researches the effects of the integration of teacher feedback and group peer feedback in senior high school English writing teaching and tries to answer the following questions:(1)What effect does the integration of group peer feedback and teacher feedback have on five aspects of students’ writing?(Content;Organizational structure;Vocabulary;Language use;Technical details)(2)What effect does the integration of group peer feedback and teacher feedback have on students’ writing achievements?This study is designed to combine the group peer feedback and teacher feedback based on the Process Writing Theory,the Zone of Proximal Development Theory and the Cooperative Learning Theory.And the subjects of this study are senior high school students of grade one.This study uses pre-test and post-test to test students’ writing level.This study uses group peer feedback and teacher feedback forms to evaluate the compositions of students.In pre-test,this study tests whether the students in EC and CC have the same writing level through the writing test.Before the experiment,students in EC are given group peer feedback training.After that,students in EC are grouped and numbered according to their pre-test results.In the process of experiment,EC adopts combined teacher feedback and group peer feedback in writing,students revise their compositions according to the their group peers’ feedback and teacher’s feedback.There is just teacher feedback method in English writing in CC,students just revise their compositions according to their teachers’ feedback.In post-test,a writing test is conducted on the students of EC and CC and this test is to check whether the writing achievements of these students in the two classes improved.The study finds that the integration of teacher feedback and group peer feedback has a significant impact on five different aspects of students’ writing.After a period of teaching experiment,students in the Experimental Class have the greatest improvement in vocabulary,followed by the improvement in content and language.It can be seen that the integration of teacher feedback and group peer feedback is of great help to students’ writing at both micro and macro levels.Teacher feedback and group peer feedback combine their advantages and make up for their disadvantages,and finally promote students’ writing at five different aspects.Meanwhile,students’ writing achievements have improved both in the Control and Experimental Class.Compared with the Control group,students in the Experimental group have improved much more.Therefore,this feedback method of integrating group peer feedback and teacher feedback can not only improve different aspects of qriting,but also improve students’ writing achievements.