Effects Of Teacher-guided Peer Correction And Self-correction On Senior High School Students' English Writing

Since the rise of Error Analysis,great importance has been attached to students? errors in their second language learning,and teachers? error correction and feedback have become an indispensable link in the teaching process of writing.However,inspired by educational theories such as Cooperative Learning and Autonomous Learning,educators have begun to pay more attention to Peer Correction and Self-correction,both of which are conducted under the guidance of teachers and tend to be student-centered.In this context,based on the theories of Error Analysis,Cooperative Learning and Autonomous Learning,this study attempts to investigate three research questions:(1)what is the attitude of senior high school students towards teacher-guided peer correction and self-correction?(2)In what way do teacher-guided peer correction and self-correction influence senior high school students? English composition revision?(3)How do teacher-guided peer correction and self-correction affect the English writing proficiency of senior high school students?The researcher randomly selected two intact classes from a senior high school in Yueyang as the experimental classes(30 students in each class)and carried out a 16-week experiment.In the process of the experiment,the writing training of teacher-guided peer correction was conducted in experimental class 1,while experimental class 2 adopted the writing training of teacher-guided self-correction.The researcher collected data including pre-test and post-test scores,questionnaire survey results and texts of writing error correction training during the experiment.Afterwards,the researcher analyzed all data using SPSS 23.0 and discussed the research questions.The findings are as follows:(1)high school students have held positive attitudes towards teacher-guided peer correction and self-correction;(2)Both teacher-guided peer correction and self-correction have had a certain positive impact on the English composition modification effect of high school students,which is mainly reflected in the micro level of technical details and vocabulary;(3)Both teacher-guided peer correction and self-correction have exerted a positive impact on the English writing proficiency of high school students.In comparison,teacher-guided peer correction has a greater impact.The results of this study show that the application of teacher-guided peer correction and self-correction can help senior high school students improve their awareness and ability of error correction and enhance their sense of gain,thus effectively improving their English writing level.