| Peer feedback has been widely popularized as a new pedagogical method in the field of English writing teaching since 1980 s.It requires students to be divided into groups to gain the improvement of writing ability through correcting and evaluating their peers' compositions.According to rich empirical studies,some researchers conveyed that peer feedback has positive effects on the improvement of mutual learning and progress,the strengthening of the cooperation and interaction among students as well as the improvement of self-regulated learning skills and writing ability.On the contrary,some researchers viewed peer feedback with skepticism because they doubted the effectiveness and feasibility of peer feedback.Under such circumstances,this thesis aims to carry out a three-month experiment in Qujing Xi C heng middle school.Its theoretical foundations are the cooperative learning theory,ZPD theory and process writing approach.With the analysis of the experiment data,this study explores the effectiveness of peer feedback of English writing under the guidance of teachers.Using junior high school Grade 3 students as its subjects,this study mainly explores the following three research questions:(1)What is the attitude of junior high school Grade 3 students towards peer feedback? Has their attitude changed through the implementation of peer feedback activities?(2)To what extent does the student adopt his peers' comments? Which language aspects of peers' comments are the most effective?(3)To what extent can peer feedback improve students' writing level? Through answering these three questions,this study strives to examine whether peer feedback can be effectively applied in Grade 3 English writing class.This study also attempts to inject new vitality in the existing pedagogical writing approach so as to help teachers to unremittingly perfect the pedagogical method of English writing teaching.Qualitative and quantitative research methods were used in this study,and the pre-test and post-test scores of both the EG and CG were analyzed through SPSS software.Data analysis methods include descriptive statistics and Independent Sample T-test,and the effects of peer feedback on students' writing scores were also analyzed through experiment data.Questionnaire and interview were also applied in this study to explore students' attitude towards peer feedback.The results of data analysis are as follows:(1)Most junior high school Grade 3 students have an uncertain or even doubtful attitude towards the effectiveness of peer feedback while most of them are willing to take part in peer feedback activities.Through the implementation of peer feedback activities.Students feel reassured to a great extent and they understand peer feedback more deeply.(2)Students are more likely to find their peers' grammatical and lexical errors rather than the ones in the level of structure and content.(3)After the implementation of peer feedback activities,the writing scores of the EG are obviously higher than that of the CG,and thus peer feedback can be effectively adopted in English writing class in junior high school.According to the experimental results,a few conlusions and implications are that:(1)Peer feedback can be effectively adopted in junior high school.(2)During the application of peer feedback activities,teachers should provide students with enough guidance and serve each student timely.Teachers need to train students with writing proficicency to guide and help those with lower writing proficiency.(3)Before the peer feedback activities,some structure-oriented and content-oriented training can be provided to students to enhance their releva nt capabilities.(4)Researchers should persist in doing peer feedback experiment in a longer term so as to find more potential problems.Hopefully,this study can inject new vitality to the English writing teaching of junior high school Grade 3 students and provide more theoretical support as well as data evidence for the future study. |
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