An Experimental Study On The Effect Of Peer Review On Senior High School Students' Ability Of Meaning Revision In English Writing

The present thesis aims to explore the effect of peer review on the writing's meaning revision ability of students at different levels by introducing peer review into English writing teaching at senior high schools.Specifically,this thesis answers the question from four aspects: through the peer review,how does the ability of students at different levels to revise their writing content change;how does the ability of students at different levels to revise their writing organization change;how does the ability of students at different levels to revise their writing lexis change and their attitudes towards the effectiveness of peer review in writing meaning revision.This study is carried out in two parallel classes in Grade two of Yutian No.2 Middle School.A total of 94 students participate in the study.The experimental class adopts the peer review,while the control class adopts the teacher feedback.During the three-month experiment,the students complete six rounds of writing exercises,in which the researcher takes the score of the last writing task as the post-test result and compares it with the pre-test score.At the same time,questionnaires are distributed to the students after the experiment and two students are randomly selected from the high,intermediate and low levels,that is to say,there are a total of six students interviewed to study their attitudes and views on the effectiveness of peer review in writing meaning revision.The research results show that peer review cannot only improve the overall writing performance of students,but also help students at different levels to achieve different degrees of progress in terms of content,organization and lexis.Specifically speaking,after peer review,intermediate level and low level students have made significant progress in the revision of writing content.In terms of the writing organization revision,students at intermediate level and low level still have got significant progress and in the aspect of writing lexis revision,only intermediate level students have achieved significant improvements.Generally speaking,most students have a positive attitude towards peer review.More concretely,high level students think that peer review can improve their ability to revisewriting content most,low level students also think peer review can help them to improve their ability of content revision,and intermediate level students believe that peer review can improve their ability to revise writing lexis most,which is basically consistent with the experimental results.