An Empirical Study On The Application Of Combined Peer-Teacher Feedback To English Writing Teaching In Senior High Schools

This thesis makes an empirical study on the application of combined peer-teacher feedback to English writing teaching in senior high schools.As a basic skill in daily life,writing is also an essential skill in the process of language learning.At the same time,it is the integration of one's language skills and language competence.In the current situation of English teaching,the time for writing teaching in class is limited,and there is little teachers' feedback on students' writings.In the process of writing teaching,there are many problems and difficulties,so some scholars have made efforts to do researches for improving students' English writing competence and arousing teachers' attention to English writing.Feedback on writing is always an issue that scholars pay attention to.They have done some researches on peer feedback or teacher feedback,especially on peer feedback that receives extensive attention from the scholars at home and abroad.But,for different scholars,there are different views on the application of feedback model.Although the application of peer feedback has improved students' writing abilities in some degree,many problems in English writing teaching still exist.On the basis of Interactive Hypothesis theory and Zone of Proximal Development theory,this study intends to discuss the following three questions:1)What is the attitude of students toward combined peer-teacher feedback in English writing teaching?2)What are the effects of combined peer-teacher feedback on students' English writing habits?3)What are the effects of combined peer-teacher feedback on students' English writing competence?In this study,sixty students of Grade One from two parallel classes in a senior high school were selected as the participants.The two classes were randomly divided into the experimental class(EC)and the control class(CC).The combined peer-teacher feedback was applied in EC,while only teacher feedback was applied in CC.The experiment lasted for ten weeks.The main instruments include questionnaire,tests,checklists and interview.And the data collected from the experiment were mainly analyzed by SPSS.The results of the study showed that: 1)Firstly,a majority of students in the experiment have a positive attitude towards combined peer-teacher feedback.They hold the view that combined peer-teacher feedback can improve their writings in that they are in a more active position;2)Secondly,combined peer-teacher feedback has an influence on students' writing habits.Through the communication among students and the interaction between the teacher and students,students have changed their writing habits in writing class;3)Thirdly,combinedpeer-teacher feedback is effective for students' writing competence.During the process of peer feedback,students can correct the mistakes in their writings under the teacher's guidance.And the author finds that the utilization of combined peer-teacher feedback in EC has cultivated students' writing habits and improved writing competence.Although there is also progress with the students in the CC,the changes are not so significant.The author hopes that this research can help English teachers realize the importance of combined peer-teacher feedback and offer the possible pedagogical implications for them in writing teaching.