Study On Effects Of Peer Evaluation Of English Weekly Diary In The Writing Class

Writing is an important component in learning a language. For the majority of teachers, writing correction is a long and costly work. In view of limited teaching time and a large quantity of students in English class, the writer of present thesis makes a point that the use of peer evaluation in journals can be used as a complementary source of teacher feedback in the writing class so as to improve students'writing skills.The study aims at exploring the functions of trained peer evaluation in journals based on experiment analysis. There are 79 students from two arts classes of Luzhi Senior School involved in the one-term research. They are randomly assigned to experimental group and controlled group. The experimental group receives peer evaluation training before the study and has their compositions commented through peer evaluation; whereas the controlled group follows the traditional way of teacher feedback.The study focuses on three questions: 1. What's the students'attitude towards peer evaluation? 2. Does peer evaluation for journals improve students'writing skills more effectively, compared with the traditional teachers'evaluation? 3. Does peer evaluation for journals develop students'awareness of cooperative learning and collaboration skills to enhance students' interest in writing?The results of the study indicate the positive effects of training students for peer evaluation in English writing class. It is beneficial and practical to use peer evaluation as a complementary source of teacher feedback in the writing class. The study greatly changes students'original view about writing and correction. Students take a positive attitude toward peer evaluation.The conclusion points out the limitations of the study. It's hoped that there will be more teachers and learners to do further research on peer evaluation for journals through this experiment, so as to make teaching writing more efficient.