| Writing plays a vital role in English learning.Teachers think they have tried their best to check students' errors.But the consequence is that students always make the same mistakes,which makes teachers confused.There is little interaction in the writing revision process because making detailed comments is time-consuming for Chinese teachers in such a large class.Most students don't know the exact mistakes they make but choose to correct with the help of teachers' revision and scarcely exchange their views with teachers.It's obvious that the single feedback is not enough for English teaching.It is the time to better our model of feedback.In 1980 s,plenty of educators think highly of process approach to writing that feedback throughout the composing process.And students ought to revise their writing all the time until the final draft is decided.Benefit from the interactive learning,students will make great improvement in writing.Students could receive feedback from teachers and peers.In China,especially in secondary education,peer feedback is seldom used.There are much more researches about peer feedback and teacher feedback in advanced education and less in senior school.So it's significant to do the comparative study between teacher feedback and peer feedback in English teaching in senior high school,exploring whether students get some benefits in improving their writing and how to better each other.This thesis aims to explore three questions:(1)Do students hold different views about the acceptance of the two types offeedback?(2)Which feedback facilitates more help in writing revision based on students'thoughts?(3)Which feedback students prefer,teacher feedback or peer feedback?The participants are 94 students in senior high school students from two classes.In the first four weeks,students engaged in four writing tasks based on the process approach,and only teacher feedback they would receive.Once the first step of experiment was done,the questionnaire was delivered to them.In the latter four weeks,they were conducted to finish the other four writing tasks.And teachers would train them to give peer feedback with the help of peer sheet and only peers' written and oral comments they would receive.Finally,the second questionnaire of peer feedback was completed by them.After an analysis by SPSS 17.0,the results ofquestionnaires and interview were concluded as follows.(1)According to the data and interview,students can both accept peer feedback and teacher feedback.They believe that the majority of peer comments are also effective and scientific.Both types of feedback are helpful for their revision in writing.Although they believe peer feedback,they can't give up teacher feedback.The single feedback of peer is not acceptable.(2)Secondly,there was no significant difference between teacher feedback and peer feedback in writing revision.One special finding is that students much more timely revise the compositions based on peer comments.The peer feedback activates students' autonomous learning.Compared with teacher feedback,peer feedback pays more attention to content and organization.The reason is that they can get detailed advice while they are discussing.But both are sensitive in grammar.That is to say two kinds of feedback should not be exclusive.Students could enjoy different benefits from each feedback.(3)For preference of feedback,students said that they prefer the combination of the two types of feedback,and there was no point making a choice.Each feedback causes weakness and advantages.In conclusion,we should make good use of the two kinds of feedback.The most vital thing is that we should help them build the positive attitude towards to writing.And teachers ought to encourage students to write and activate their interest in writing.And students will be more confident in writing.Teachers should cultivate students' awareness of the value of writing and students are convinced to show their thoughts by writing. |
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