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

English writing,as one of the comprehensive language competence,is challenging in senior high schools’ English teaching.In the meantime,writing is usually the weakest part in many senior high schools’ English teaching and learning.In recent years,improving students’ writing proficiency has drawn quite a few attentions from teachers and educational authorities.And one of the solutions to improve students’ writing proficiency is to reform the evaluation methods,for the reason that traditional writing feedback focuses more on the product than the process.This study aims to explore the effects of applying peer feedback in senior high school English writing teaching to solve the problems which exist in the current situation.The following three research questions are to be addressed in this study:1.What are students’ attitudes toward applying peer feedback in English writing?2.What are the changes of students’ writing strategies after the application of peer feedback?3.To what extent peer feedback can improve students’ English writing proficiency?The experiment was conducted in No.8 Senior High School in Wulanchabu,Inner Mongolia.The teaching experiment lasted 12 weeks from 4 September to 30 November 2017.Two parallel classes in Grade Two were selected as experimental class(EC),and controlled class(CC),and there were 89 participants in total.Questionnaires,interviews,pre-test,and post-test were all adopted as the research instruments.In addition,the collected data were analyzed and discussed in both qualitative and quantitative methods.The research findings demonstrate that the students have positive attitudes toward applying peer feedback in English writing,and peer feedback can help the students enhance the frequency of using writing strategies.Moreover,peer feedback improves the students’ writing proficiency to a great extent.Therefore,the application of peer feedback in senior high school English writing is practicable.In addition,there are some pedagogical implications and suggestions concluded from this research,which are expected to benefit the further research and application of peer feedback.