An Empirical Study On Peer Feedback Under The Teacher’s Guidance In English Writing Teaching In Senior High Schools

English writing is an important subject for the senior high school students in China. It is also an effective way to examine students’ mastery of English, which plays a very significant role in English learning for senior high school students. Most of teachers in senior high schools adopt the traditional teaching method, which attaches importance to language points, grammar rules, and the application of vocabulary. This method ignores developing students’ writing strategies and ability. Thus finding an effective writing teaching method to make up the disadvantage is the problem that all English teachers are urgently facing.Recently, peer feedback has aroused great interest in writing teaching field. Some researchers applied this theory to writing teaching and gained practical effects. Yet the previous empirical studies are most devoted to the college English writing teaching, but rather few to senior high schools. Therefore this paper aims at applying the peer feedback to the writing teaching in senior high school to test its feasibility and validity and to enrich the empirical cases as well as data for reference. Two research questions need to be testified. First one is whether peer feedback writing teaching model can effectively develop learners’ emotional factors manifested as higher cognitive level, stronger motivation and lower anxiety, and the other one is can the peer feedback improve students’ writing scores.To testify these two questions, the author does an experiment in Fushun No.2senior high school.70students take part in this experiment. They come from two parallel class in grade one. The experiment lasts for one month. During the experiment, students, as the main participants, do tests, interview and questionnaires.Data analysis of the questionnaires prove that writing teaching mode of peer feedback under teacher’s guidance plays a positive role in fostering students’ emotional factors, resulting in higher cognitive level, stronger motivation and lower anxiety for English writing learning. Meanwhile, data analysis of posttest in EC and CC show that peer feedback writing teaching approach does not improve students’ writing scores obviously. It is probably concerned with the factors of the limited and short experimental time, the teacher’s guidance efforts and students. Therefore validation of the impact of peer feedback writing teaching on students’ writing performance needs a further study in the future.The conclusion reveals the difference between the pre-test and post-test scores of EC. Before the experiment, the mean score of EC is16.3428, and after the experiment, the mean score is16.6714. It is clear that there is no significant improvement is made. By analyzing the questionnaire, zero is not included in the three95%confidence interval of the difference. The value of0.004,0.006, and0.006are needed and the three values are all less than0.05. Both of them reveal that, students in EC are greatly different in cognitive level, motivation and anxiety.In conclusion, it is hoped that the result of this study can provide some feasible reference for English writing teaching in senior high schools so as to improve students’ writing ability effectively.