A Study On The Application Of Peer Review In Improving English Writing Skills Of Senior 2 Students

Writing plays an important part in Senior High School English-writing teaching, and “peer review”, which is a new teaching model to improve senior high students’ writing level, attracts many researchers’ attention. In the author’s study, she invited some advanced English teachers to attend the class, managing and helping the author. At last, teachers and the author scored students’ compositions together; further proving that “peer review” in the Senior High school English-writing teaching can improve students’ writing skills. In the study, the author used survey, test and experience summary to conclude the result of the experiment. The following questions were studied: 1) What are the attitudes of senior high students to peer review? 2) Whether the peer review under teachers’ guide can improve students’ English writing level? 3) How to gradually improve the detailed teaching strategies of peer review in our practice?The author chose the students in Class 1, Grade 2016 in Long Jie Middle school where she is working. There are 40 students in the class, which is a key class in the school. Most of the students have good study score. The experiment lasted 15 weeks, and there are two English classes every week. In the study, students were divided into 10 groups, 4 members in each group, and each member had one detailed task. After the experiment, some conclusions of the study were drawn as follows: 1) The majority of the students like peer review, reading their peers’ compositions and discussing together. 2) Teachers’ observation and testing showed that more than 80% of the students improved their English writing level. Among them, these medium students improved greatly. The scores of their compositions after experiment were raised in some degrees. However, some students with lower English level made little progress in the experiment. And they depend more on teacher’s feedback. 3) When we had “peer reviews”, teachers’ effective management of the whole class and the detailed procedures played an important role. Only when teachers master and utilize the detailed procedures of peer review, can they fully show the applicability of peer review in English writing teaching. In this way, students’ English writing level can be advanced greatly, and their cooperation sense and autonomy can be improved, too.The thesis consists of five chapters. In the first chapter, the author analyzes the study background, purpose, significance and the current situation of peer review in Senior High schools. In the second chapter, the author looks back the relevant researches of peer review and introduces the theoretical bases of peer review: collaborative learning theory, constructivism theory and process approach. The third chapter is about the research aims, subjects, instruments and detailed approach of experiment as well as the result collection. The related data collection and discussions of study questions are presented in the fourth chapter. The fifth chapter is about the detailed conclusions and suggestions of the study.