An Effect Study Of Peer Feedback On English Writing Of Secondary Vocational School Students

One of aims of English teaching in Secondary Vocational School is to help students make further study of some basic English language and cultivate skills of listening,speaking,reading,and writing based on nine years of compulsory education.Writing is still the weak part in English teaching.How to stimulate students' interests,build their confidence and improve their writing ability is the main research question faced by teachers.Process-oriented writing approach became popular in the 1960 s and the 1970 s.Peer feedback,as an essential part,gradually presents its importance with deep research.Students discuss and negotiate one another and become the center in the process of learning.While the domestic researches are mainly made on undergraduates or senior high school students and less on secondary vocational school students.So it is necessary to make the research of peer feedback on writing teaching and to test how peer feedback improve students' scores in secondary vocational school.Different research subjects,experimental environment and operational ways may lead to different results.This thesis aims at making an experimental study of peer feedback on English writing in secondary vocational school and focuses on the following three questions: 1.Are there any significant differences of writing scores between EC and CC after the experiment and can peer feedback help students get higher scores? 2.In what aspects does peer feedback probably improve the students' scores in EC(such as structure,content,and language use including grammar,vocabulary and spelling)? 3.What are those students' attitudes towards peer feedback?There were 64 first year students of two paralleled classes who took part in the experiment.The traditional writing teaching method was conducted in CC,while peer feedback was applied in EC in the writing teaching.There were 8 teaching tasks which lasted for 16 weeks during the process of experiment.After the experiment,the researcher collected and analyzed data of the pre-test writing task and the post-test writing task.Meanwhile questionnaires were handed out and one student was chosenfrom each group in EC at random.There were 8 students who were interviewed in all.The results showed that there were significant differences between EC and CC after the experiment.Students in EC improved their writing scores obviously.They made progress in structure,content and language use(including grammar,vocabulary and spelling)and took positive attitudes to peer feedback.