An Experimental Study On The Effects Of Teacher-correction And Peer-correction Integration On English Writing In Senior High School

Nowadays English writing is playing a more and more important part in the process of English learning. However, the current situation of English writing in senior high school is still not satisfactory. Therefore, the corrective methods of English writing should not be overlooked. Based on the recent research of error correction feedback in the process of English writing, the research mainly discusses the following two issues:(1) What effect does the teacher-correction and peer-correction integration model have on the improvement of writing proficiency of senior high school students?a. What effect does the teacher-correction and peer-correction integration model have on the overall level of English in senior high school students?b. What effect does the teacher-correction and peer-correction integration model have on the aspects of content, language and structure of senior high school students’ writing proficiency?(2) What is the students’ attitude towards teacher-correction and peer-correction integration model?The students are from Funing No. 1 Senior High School. The researcher conducted an experiment to investigate the effects of teacher-correction and peer-correction integration model on the improvement of English writing proficiency in senior school and two tests used as pre-test and post-test were performed. On the other hand, the researcher used the questionnaire and interview to explore the students’ attitude towards teacher-correction and peer-correction integration. Finally, the researcher analyzed the data on the pretest and posttest using SPSS19.0 and presented descriptive statistics on the questionnaires as well as kept records of the interview for future revision.From the results of the research it can be seen that both kinds of error correction method can help students improve the overall level of writing; in comparison, the integration model helps to improve the students’ English level more effectively. At the same time, both error correction methods are helpful to improve the students’ English writing in the three aspects including content, language and structure, but the integration model is more conducive to the content and language aspects while teacher-correction is more effective when it is concerned with students’ English writing level in structure. On the other hand, compared with the teacher-correction, the students in the experimental group show more preference to the teacher-correction and peer-correction integration model because through the intervention, the students are more eager to cooperate with others in a relaxed atmosphere.Through the analysis and records of all the data, this study confirmed the effectiveness of the teacher-correction and peer-correction integration model have to improve the English writing in senior high school and thus it performed certain significance and guidance for future reference.