The Effectiveness Of Peer Plus Teacher Feedback On Senior Three Students' English Writing

Writing is one of the four basic skills in language learning. Both teachers and Senior Three students usually pay much attention to English writing, as it is always an important and difficult part in English language teaching and testing. Therefore, it is necessary to explore a more effective way to improve Senior Three students'writing ability.According to lots of second language acquisition theories, interaction can facilitate language acquisition and development. Thus, based on Vygotsky's zone of proximal development, Slavin's cooperative learning theory and Long's interactionist hypothesis,this thesis aims to explore the effectiveness of peer plus teacher feedback, during which there is interaction between the teacher and students, and also among the students. This experiment intends to make some improvement in Senior Three students'writing ability. The results indicate that the Senior Three students have positive attitudes towards peer plus teacher feedback. Peer plus teacher feedback is effective in improving students'writing ability, self-confidence in English writing and the ability of cooperative learning.The experiment has validated a method that can strengthen the effectiveness of teaching high school English writing and will shed light on future research on English writing feedback. Due to the constraint of time and other factors, the experiment has its limitations and leaves some questions for further exploration.