An Empirical Study Of Peer Feedback In Senior High School English Writing Teaching

Most of teachers in senior high schools adopt the traditional product-orientated writing in writing teaching,in which the emphasis is on explanation of language points,grammar rules,and the application of vocabulary.In this method,the writing process is ignored.After the only one draft being finished,students' compositions receive feedback only from the teachers,during which students' dominance was neglected in writing procedure.Thus,it is urgent for English teachers to find an effective writing teaching method.Recently,peer feedback has aroused great interest in writing teaching field.Most researchers found its practical effects on college English writing teaching,but few made relevant studies in senior high schools.Based on previous studies,the present study applies peer feedback to writing teaching in senior high school,aiming to testify its feasibility and validity in senior high school writing teaching.At the same time,it attempts to enrich the relevant empirical cases.Based on the frameworks of Process Writing Theory,Cooperative Learning Theory,Zone of Proximal Development Theory,the present study focus on the following questions:I)What are students' attitudes towards peer feedback?II)What is the quality and the utilization of peer feedback?III)What' s the effect of peer feedback on students' writing scores?To answer the questions above,a nine-week empirical study was to made on 88 Senior three students from two parallel classes in a Senior High school in Jiangxi.In the study,quantitative analysis was employed to analyze data in the study.Firstly,drawn from the questionnaire about students' attitude to peer feedback,most of them were positive to peer feedback activity.Secondly,by analyzing students' feedback points,it was found that most students could provide good quality of feedback points and had a high utilization of feedback.Thirdly,according to analysis of change in writing scores from the first to last writing task,more obvious progress could be seen from the experimental group,compared with the control group.To sum up,peer feedback had a positive effect on Chinese Senior High School English writing and it provided guidance for teaching and learning of Senior High School English writing.