A Study Of Peer Feedback In The High School EFL Writing Class

As we all know,the four major skills of language are:listening,speaking,reading and writing.Listening and reading belong to the language input;speaking and writing belong to the language output.Among them,the improvement of writing skills is more difficult.How to improve the efficiency of writing teaching is a problem in foreign language teaching.Since the 1980s,people have paid more and more attention to the use of peer feedback in foreign language teaching.In the process of English writing training,how teachers can improve students' writing is a difficult problem for high school English teachers.In traditional English teaching,teachers arrange writing tasks,arrange writing for students,and then collect student essays.There is dissatisfaction with classroom and students' dissatisfaction with this approach.Many scholars have different opinions on the effectiveness of this feedback method for peer feedback in foreign language teaching.This thesis attempts to explore the feasibility and effectiveness of implementing teacher feedback and peer evaluation feedback in high school English writing teaching through empirical research.A total of 111 students from Grade 2 in a four-star high school in Jiangsu Province were studied for three months.The author classifies students of Class One in Grade Two as the control group,and mainly accepts the feedback and evaluation of teachers in writing teaching.The students of Class Two in Grade Two are defined as the experimental group.In writing teaching,they also receive feedback and evaluation from teachers and peers.Through SPSS 17.0,the authors obtained quantitative data analysis results.The questionnaires and interviews after the end of the experiment supplemented the material of this experiment and provided the basis for qualitative analysis.This thesis mainly studies how peer feedback affects students and students' writing process and how peer feedback promotes students' dialectical thinking ability.After three months of experimentation,the author came to the following conclusions:1)Teacher feedback and peer feedback have a positive impact on students'writing scores.However,students' English test scores in the experimental class(peer feedback combined with some teacher feedback)are significantly improved,and the control class(teacher feedback)is not significantly improved;2)After the test,there was a significant difference in the level of English writing between the two groups of students.In the experimental class,the students' ability to improve the fluency of high-frequency words,advanced phrases,compound sentences,sentences,and the degree of expressiveness of the sentences was significant.There was no obvious improvement in the application,content mastering,and accuracy of sentences.The students in the control class had significantly improved the number of words written in English,advanced sentence patterns,contextual cohesion words,grammar structure,sentence accuracy,and content points.The comparative analysis found that the increase of each item in the experimental group was higher than that of the control group.3)The results of interviews revealed that students have different attitudes toward teacher evaluation and peer feedback.More students tend to favor peer feedback combined with the teacher's feedback in English teaching methods.Through this study,the author proposes that in the future English teaching,English teachers need to strengthen the student's dominant position,increase the frequency of peer feedback,change the current passive passive learning mode,and effectively improve the teaching efficiency.