The Application Of Combining Teacher Feedback And Peer Feedback In English Writing In Senior High School

Feedback is widely seen as an important topic in the area of second language(L2)writing.Numerous studies investigate the effects of different kinds of feedback on writing abroad,but the results are different.In China,most of the empirical studies are carried out in College,but there are few studies in senior high school.What's more,the current situation of writing teaching in senior high school is that: teachers have the heavy burden on revisions,the forms of feedback are simple and students make the similar mistakes in their subsequent writings.Based on the problems in English writing in senior high school,the combination of teacher feedback and peer feedback was introduced into the present study,which aimed to explore the effects of the combination of teacher feedback and peer feedback.The specific questions listed as follows: 1.Can the combination of teacher feedback and peer feedback improve students' writing proficiency in English writing teaching? 2.What are the different effects of teacher feedback and peer feedback on the improvement of students' writing proficiency in English writing teaching? 3.What are the students' attitudes towards the combination of teacher feedback and peer feedback in English writing teaching?The present study was conducted among 80 Grade One students from two parallel classes in Xin Yang Senior High School,Henan Province.The two classes were divided into the experiment class and the control class randomly.The experimental class employed the approach of the combination of teacher feedback and peer feedback,while the control one had only teacher feedback.Eight weeks were devoted to this study,in which a total of four rounds of writing activities were completed.Every round of writing activity covered three drafts and twice feedback.The data collected from the three drafts in the fourth round of writing activity and questionnaires of 80 students together with the interviews from 12 individual students.The results were reported as follows: Firstly,after eight weeks of experiment,all the students' writing proficiency was effectively improved in both experimental class and the control class,and students in the experimental class made a greater progress.Secondly,the results from the students' fourth round's three drafts showed that students made good use of the feedback points both from their teacher and peers.The utilization of peer feedback was close to that of teacher feedback.In addition,there was a relationship between students' writing proficiency and the percentage of teacher feedback points and peer feedback points: students' writing proficiency had a positive correlation with the percentage of teacher feedback points,but a negative correlation with the percentage of peer feedback points.Thirdly,as for the aspect of students' attitudes towards the types of feedback,most of the students had a preference for teacher feedback,but they also held positive attitudes towards peer feedback.Above all,students expected to receive the combination of teacher feedback and peer feedback in their revisions.