A Research Of Teacher Feedback And Peer Feedback On English Writing Teaching In Senior High Schools

English writing competence is one of the momentous criteria and effective approaches to assess students' English competences.In the educational community,consequently,there are substantial arguments about available training schemes and predominant testing modes for senior high school students' writing competence.For the sake of guaranteeing modified effect and improving students' attention to modified proposals,educators at home and abroad introduce writing feedback to practical teaching.With plentiful modes concerning writing feedback,people imbibe corresponding theories and applications of teacher feedback and peer feedback increasingly.What is noticeable is that,educators at home and abroad don't form a unified opinion on merits & demerits,applicable population and consequences of teacher feedback and peer feedback.The research adopts process approach to analyze high school seniors' English writing through the sequence of writing exercises,feedback and correction so as to explore the different contents of teacher feedback and peer feedback and students' attitudes to these feedback on English writing teaching in senior high schools.In this study,research subjects are high school seniors and experienced English teachers from a high school in Linfen.The main research instruments contain corpus analysis,questionnaire and semi-structural interview.The author separates 60 learners who belong to the same class and are divided randomly into two groups: teacher feedback group and peer feedback group(30 learners in each group).Meanwhile,there are eight rounds of English writing exercises in this school for four months.In accordance with the feedback theory and the researches of teacher feedback and peer feedback,the author attempts to work out the following research problems: firstly,what are the Contents of teacher feedback and peer feedback respectively? Secondly,what are the attitudes of high school students to teacher feedback and peer feedback respectively?During the 8 rounds of writing exercises for the four months,the author conducts data analysis based on self-compiled corpus via SPSS 22.0 software,results of questionnaires from two groups(there are 30 students in each group)and results of interviews from 6 students.When it comes to the 6 selected students,there exist 3 students selected from the teacher feedback group,precisely including one student with superior writing proficiency,one student who makes great progress through teacher feedback and one student without apparent advances.The other 3 students entirely derived from the peer feedback group,concretelycovering one student with superior writing proficiency,one student who makes great progress through peer feedback and one student without apparent advances.According to the results of investigation,some decisions are reached as follows: firstly,in the early stage of English writing exercises,teacher feedback,relatively,may be more advantageous to improve the students' English writing proficiency,but with the increase of the English writing training and modification activities,peer feedback can also have a desirable effect;secondly,the questionnaire shows that learners are more inclined to choose the peer feedback in that peers can revise compositions by lucid explanations and vivid examples,while instructors are more inclined to analyze and evaluate from grammatical and syntactic perspectives;thirdly,by means of the interview records,learners affirm superior speciality and accuracy of teacher feedback and superior participation and cooperation of peer feedback.Learners show enough trust and recognition for teacher feedback and peer feedback.According to results of analysis,in the process of English writing for high school students,instructors are advised to utilize the high efficiency of teacher feedback,mobilize students' enthusiasm through peer feedback,and combine the two feedback methods organically to optimize roundly and steadily the English writing competence of high school students.