On Efficiency Of Peer Feedback In Vocational High School English Writing Teaching

English writing is an important method to investigate the students’ Englishcomprehensive ability. Since writing is an important productive competence of language,the students’ writing ability has always been attracting many scholars and teachers’attention. It’s common and inevitable to commit errors in English writing, and effectivecorrection can be conductive to promoting students’ writing ability. According to previousresearches, the error corrective feedback strategy can be classified into teacher-correctivefeedback, self-correction, peer corrective feedback, and group correction feedback. InChina’s current educational context, the teacher still plays a dominant role in the traditionalcorrection model. Viewed from the Learner-centered teaching concept, the present studyreviews related literature at home and abroad based on related theories such as ErrorAnalysis and Cooperative Learning.Thus, an empirical study is carried out with referenceto domestic and foreign literature and research results and the basic requirements ofvocational high school English writing teaching.This study aims to answer the following three questions：1.Whether the students of vocational high school have the ability to correct errors inEnglish writing?2.Is Peer feedback proved to be feasible in the teaching of English writing invocational high school?3.Is Peer feedback effective in promoting vocational high school students Englishwriting proficiency?The experimental subjects are58students of two computer classes in a vocationalhigh school. Class1of30students are chosen as the experimental group, while the otherclass is the control group, which is taught through the traditional teacher-centered errorcorrection pattern. The main instruments employed involve the pre-test writing, thepost-test writing, the questionnaire and the interview. The data collected are analyzed andmajor findings are gained as follows: 1.The students of vocational high school have the ability to correct errors in Englishwriting.2.Peer feedback is proved to be feasible in the teaching of English writing invocational high school.3.Peer feedback is effective in promoting vocational high school students Englishwriting proficiency。The study shows that peer feedback can provide students the opportunity to exchangeas readers and writers, to exercise the critical thinking skills of students, and to improvetheir learning initiative. Instead of the traditional teaching mode, the combination of peerfeedback and teacher evaluation can not only reflect the subjectivity of students, exertstudents’ initiative, also conform to the modern English teaching reform mode. However,the study also shows that teachers should group the class reasonably and make the studentsget enough training in order to fully realize the effect of peer feedback.