Implementation Of Peer Feedback On English Writing In Senior High School

Language writing is a practical and comprehensive language output activity.Chinese students in high school generally are not good at writing.Students have no confidence in English writing.Peer feedback asks students to provide written or verbal feedback on peer writing and accept feedback from peers.Peer feedback requires students to spend time on thinking about problems,consulting learning materials and correcting mistakes.It reflects thinking quality required by English subjects,including logic criticism,and creativity.It is common that peer feedback is adopted by college teachers.However,some senior high school teachers still doubt students’ ability of doing peer feedback.Therefore,students of an ordinary senior high school in Hefei City were selected as experiment subjects to explore whether peer feedback is helpful in improving the English writing of ordinary high school students and the ways in which the relevant teaching activities are carried out.This study is based on literature and theoretical researches related to peer feedback at home and abroad,including process writing theory and sociocultural theory.A 12-week experiment has been conducted to compare the changes on English writing of the experimental class and the control class between the pre-test and post-test.The main research questions are:(1)What are the ordinary senior high school students’ attitudes towards peer feedback?(2)Is peer feedback effective for English writing of ordinary senior high school students?(3)How to implement peer feedback to improve English writing of ordinary senior high school students?This study mainly adopts the method of experimental research.First,two classes are selected from the parallel classes of the school,that is,Class 1 and Class 2 of Grade 2.One is used as the experimental class,and the other is used as the control class.Their English writing level is pre-tested.There is no remarkable difference ontheir English writing score between the experimental class and the control class in pre-test.Next,the students in the control class are taught in the traditional teaching mode,that is,teacher feedback mode,while the experimental class uses peer feedback on the basis of teacher feedback.After 12 weeks of experiment,the author conducts a post-test in the two classes on English writing.Based on the data obtained in this experiment,the author makes a contrastive study on the students’ English writing ability by aids of the social statistics software(SPSS).It is found that the English writing performance of the experimental class is remarkably improved,compared with the control class.According to quantitative and qualitative analysis,the experiment proves that: 1.More than half of the high school students have a positive attitude towards peer feedback;2.The application of peer feedback is beneficial to ordinary senior high school students to improve English writing;3: There are some effective strategies in implementing peer feedback,including:(1)Raising students’ awareness of values on peer feedback;(2)Designing peer feedback sheet;(3)Adopting HHML model in grouping students,that is,in each group,there are two students with higher level,one student with middle level,one student with lower level;(4)Illustrating and simulating peer feedback with examples;(5)Combining peer feedback with teacher feedback.