A Comparative Study Of Two Feedback Methods In Junior English Writing Teaching

The most basic goal of English teaching is to strengthen the four basic skills of listening,speaking,reading and writing.Among them,English writing has a strong comprehensiveness,and it is conductive for students to rationalize the output of the input knowledge and promote students to consolidate all aspects of knowledge,which plays an important role in junior high school English teaching.Feedback is an important research topic in English writing teaching.Many scholars at home and abroad conducted lots of single studies about teacher feedback and peer feedback.The results show that teacher feedback and peer feedback of these two ways have their own advantages and focus.However,there are not many comparative study of combining the teacher feedback and peer feedback.In order to improve students' English writing ability and help teachers and students find suitable writing feedback methods,this study attempts to combine teacher feedback with peer feedback in junior high school English writing teaching and make a comparison with teacher feedback.At the end of the experiment,according to the overall scores and sub-scores of the pre-test and the post-test of the two classes and the results of the questionnaires for the experimental class in the middle and later stage at the experiment,trying to answer the following two questions:The first is compared to teachers' feedback and teacher+peer feedback,what kind of feedback is more conductive in improving the students English writing scores?what kind of feedback is more conductive in improving the students English writing scores in each category?The second is what is the change of students' attitude towards teacher + peer feedback in the middle and later stages of the experiment?The findings of the three months of teaching experiment include: first,there weresignificant differences in the overall English writing scores of the two classes with teacher feedback and teacher + peer feedback after the experiment.However,the average deviation and standard deviation of the experimental class are higher than that of the control class,which indicates that the overall writing performance of the experimental class has been improved more greatly,the results are more concentrated.Second,the two classes with teacher feedback and teacher + peer feedback have also improved their sub-scores after the experiment,but their improvement range and effect are different,and as a whole the experimental class is higher than the control class;Third,the students' attitude towards the implementation of teacher + peer feedback was significantly changed,and the acceptance and satisfaction were higher in the later stage of the experiment than in the middle of the experiment.Based on the above findings,the author suggests to try to implement teacher + peer feedback in junior middle school English writing teaching,so as to maximize the role of feedback in English writing teaching and help teachers to improve students' English writing ability.