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

As an important expressive language skill,writing is of great importance in English learning.However,it is also an indisputable fact that students lack interest in English writing.Students will be nervous,uneasy and even fearful in the process of writing,which seriously affects the improvement of their writing proficiency.Thus,it is a common topic for all English teachers to explore appropriate writing teaching methods to stimulate students’ writing interest,alleviate their writing anxiety and improve their writing proficiency.Recently,the introduction of peer feedback in the process of writing evaluation is a hot topic to the second language researchers.Peer feedback is widely used in writing teaching in English-speaking countries,but it has not been widely popularized in our country.Therefore,this study aims to explore the application effect of peer feedback in senior high school English writing teaching by applying it to the writing teaching of Grade two in senior high school.The research focuses on the following two questions:1.What kind of effect does peer feedback have on students’ writing anxiety when applied to English writing teaching?2.What kind of effect does peer feedback have on students’ writing proficiency when applied to English writing teaching?Two classes of Grade two in Gu’an No.1 Middle School in Langfang are chosen as the research objects to do the experiment.By questionnaires and writing tests,the writer gets relevant data for the research.Then,the experimental data is analyzed by SPSS17.0,and the following conclusions are drawn:(1)The application of peer feedback in writing teaching can effectively alleviate students’ overall writing anxiety.In addition,their somatic anxiety and cognitive anxiety can also be alleviated.However,students’ avoidance behavior is always in a high anxiety level throughout the experiment.(2)The application of peer feedback in writing teaching can significantly improve students’ overall writing proficiency.Their writing content and text structure can also be promoted throughout the experiment,but the improvements in the accuracy of language expression is not significant.Based on the above findings,this study suggests that peer feedback can be widely used in senor high school English writing teaching as a supplement to teacher assessment,and it can be combined with teacher assessment to promote students’ English writing proficiency.What’s more,there is still much space for the improvements of the application of peer feedback in the future.The English teachers also need to encourage students to write more in English in their daily life to improve their English writing.