| In the whole process of study at senior high school, English learning is animportant part of high school curriculum. Writing is the comprehensive embodimentof a student’s English ability. However, writing has always been a problem inEnglish learning of senior high school students. In recent years, more and moreconcern and attention in foreign counties has been given to peer revision that is adifferent method from teacher revision. But empirical researches in this aspect inChina are quite few. Peer revision refers to teaching activities in which studentsexchange their compositions and read them, put forward suggestions in order toimprove the quality of writing. It is also known as peer feedback, peer response andpeer editing, which is the effective supplement to teacher revision. Due to the factthat English learning at the stage of high school plays a vital role in a student’s entireEnglish learning career, this paper chose students of the second grade at high schoolas the research objects, and conducted a study on the effect of peer revision onEnglish writing ability of high school students.The purpose of this study is trying to understand the following three problems:Q1: What are students’ perceptions of peer revision and attitudes towards it? Q2: Ispeer revision helpful to build up students’ confidence in English writing? Q3: Dostudents’ writing abilities actually improve because of peer revision?Through the analysis and statistics of the data, this study draws the followingconclusions. Firstly, peer revision produced obvious effects to enhance the students’interest and confidence in English writing. Second, peer revision has changedstudents’ previous attitudes towards English writing and perceptions of Englishwriting. Thirdly, peer revision to some extent helps students improve their abilities torevise writing, and has certain help to the enhancement of students’ English writingabilities. However, the effects were not very remarkable. |
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