A Study Of The Effect Of Peer Feedback On Junior School Students' English Writing Self-efficacy

Under the guidance of the new curriculum reform,peer feedback,which regards students as the subject of the teaching process,has received more and more attention in the teaching of English writing.English writing,a kind of complex cognitive activity,is also taken as an emotional activity because of the influences of emotional factors at all stages.Students' writing self-efficacy is one of the emotional factors that affect students' writings.However,can the adopting of peer feedback in writing teaching affect students' writing self-efficacy?After consulting considerable literature,author finds there are few studies on the impact of peer feedback on students' self-efficacy in English writing.Moreover,most of these studies are focused on college students and graduate students,while the studies on junior school students are relatively scarce.This study aims to explore the effect of peer feedback on students' writing self-efficacy in English writing teaching in junior school in order to provide effective methods and suggestions for junior school English writing teaching.This study explores three research questions: 1)What is the effect of peer feedback on junior school students' English writing self-efficacy? 2)What is the effect of peer feedback on the English writing self-efficacy of students with different English proficiency? 3)Whether there are significant differences in the effect that peer feedback has on English writing task self-efficacy and English writing skill self-efficacy?In this study,98 students,two parallel classes from a middle school in Zibo,are investigated by experiment,questionnaires and interview.One class is randomly selected as the experimental class and the other as the control class.In a 16-week teaching experiment,six compositions are completed by each student.After the experimental class receives peer feedback training,the method of combining peer feedback with teacher feedback is adopted in this class,and then the students revise their writings according to these two kinds of feedback.While students in control class modify their writings just according to teacher feedback.The pre-questionnaires,post-questionnaires of experimental class and control class and interview data are collected and analyzed by the author.The results are as follows: 1)Peer feedback can have significant effects on junior school students' English writing self-efficacy.2)Peer feedback has significant effects on the students' with high and middle proficiency,while it has no significant effects on the low proficiency.3)There are significant effects on both English writing task self-efficacy and writing skill self-efficacy.The results of this study show that the application of peer feedback in junior school writing teaching can have significant effects on students' writing self-efficacy.On the basis of all these data,some pedagogical implications are put forward for junior school English writing teaching and learning and the shortcomings and limitations of this study are also pointed out in the end.