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

English writing ability is considered as a significant criterion for assessing students' learning ability and teachers' teaching ability.In the current English writing teaching,students' feedback mostly from the teachers.However,teachers always emphasize on students' grades,neglect the process of revising and rewriting the compositions.Junior high school students are in the critical period of English learning,and to cultivate their interests is essential.Moreover,their English learning has reached a certain level of knowledge.Peer feedback,a vital part of the process writing approach,is widely applied in colleges.However,there are few studies in the teaching of English writing in junior high school.Therefore,this study attempts to apply peer feedback in junior high school English writing teaching,aims to answer the following two questions:1.What changes do students have in the application of peer feedback in English writing teaching of junior high school?2.What are the main problems in the application of peer feedback in English writing teaching of junior high school? And what are the possible causes for these problems?This study is carried out among 44 students in Class four,Grade Eight of Zhengzhou NO.52 junior high school,through classroom observation,questionnaire,and interview,which lasts for five months.The author presents the students' changes and the main problems of peer feedback in junior high school English teaching according to the data analysis as well as the possible causes.The research findings are concluded as follows: varying degrees in the application of peer feedback in English writing teaching of junior high school.At the same time,there are some problems in the application of peer feedback in English writing teaching of junior high school: a number of students are reluctant to participate in this feedback activity,a minority of students always talk other things in classes,some high-level students gradually lose their interests for participating in peer feedback as well as few students always give positive feedback and speak highly to their partners' writings.Finally,the author demonstrates the limitations of this research and some suggestions for future study,the author hopes that this study can provide a keen sight into the future English writing teaching of junior high school and can make a contribution to the improvement of students' English writing proficiency.