An Investigation Into The Application Of Peer Feedback In High School English Writing Teaching

English writing plays an important role in high school English teaching, and how to improve students’ English writing ability is a fierce topic of current English teaching research. The purpose of this study is to investigate the effect of peer feedback in high school students’ English writing class, as well as students’ attitude toward peer feedback. This research explores the effect of peer feedback in students’ English writing by answering two research questions. And the author adopted both qualitative research and quantitative research methods. The two research questions are: What is the effect of peer feedback on students’ English writing? What is students’ attitude toward peer feedback?Questionnaire and interview were adopted to do the research for one semester on students from two parallel classes in grade one in Shangrao High school, Jiangxi province. Two classes were randomly assigned as the experimental class and the control class. Students in experimental class were asked to take peer feedback training and pretest before experiments. Then,students took part in peer feedback activities under the guidance of the researcher.At the end of the experiment, students took an after-test and answered questionnaires. At the same time, 15 students(five students from high proficiency group, five from medium proficiency group and five students from low proficiency group) were also interviewed by the author to learn more about high school students’ attitude toward peer feedback and opinions. However,students in control class only took regular writing classes after a pretest. At the end of the experiment, students in control group also took an after-test.After a semester’s experiment, by sorting and analyzing the experimental data, the author concludes that:(a) High school students hold a positive attitude toward peer feedback activities. After a semester’s experiment, the experimental group students hold a positive attitude toward peer feedback. Most students like peer feedback and are willing to take part in peer feedback activities.(b) Peer feedback activities have a great influence on students’ English writing in high school. First, reviewing and correcting peers’ essays helped to improve students’ writing proficiency. Second, peers’ comments had a positiveeffect on the students’ English writing.Finally, implications on writing teaching are proposed. First, change the concept of high school English writing teaching. Second, combine teacher feedback with peer feedback in writing teaching. Implementations and suggestions for further investigation the researchers also proposed, such as extend the experimental duration, enlarge the sample size, make reasonable grouping, etc.