A Study On The Application Of Peer Feedback In English Writing Teaching In Senior High School

Writing is one of the basic skills that language learners must master.English writing teaching in senior high school is critically important to cultivate and improve students' writing ability.However,the current teacher feedback employed in high school English writing teaching is teacher-centered,ignoring the essence of writing and students' place in writing process.Peer feedback is student-centered and it emphasizes on students' participation in writing process.Therefore,this thesis explores the “teacher guiding,students mutual reviewing and mediation supporting” peer feedback in senior high school English writing teaching,hoping it can improve the current writing teaching.To testify the effects of peer feedback,the author has carried out a three-month teaching experiment in Shenyang No.2 High School.The research questions are about the effects of peer feedback on students' English writing ability and students' attitudes towards English writing.The subjects are two Grade one classes,taking one as the control class,the other as the experimental class.Firstly,the author adopted a pre-questionnaire in the experimental class to investigate students' English writing situation,and conducted a pre-test in these two classes to inspect whether there was a discrepancy in writing ability between these two classes.Next,the author used teacher feedback in the control class,and applied peer feedback in the experimental class.Finally,in the experimental class,the author employed a post-questionnaire to investigate their English writing situation,interviewed some students randomly,and carried out a post-test in these two classes.After that,the author collected and analyzed the data.The author used SPSS 22.0 to analyze students' scores in the pre and post tests quantitatively.The results show that,firstly,there is an obvious improvement in students' writing performance.Secondly,students have become more interested in English writing.Thirdly,students' writing constructive ability,critical thinking ability,cooperative and interactive ability improve a lot.More importantly,students learn to use intermediary tools to help themselves think and write.The shortcomings of this study are that the time is short and the research scope is small,but the author hopes this research can provide some enlightenment to the current writing feedback,and offer some feasible suggestions to further studies.