A Research On The Effects Of Peer Feedback On Senior Students' English Writing Performance,Learning Motivation And Self-Efficacy

For senior high school students,English writing plays a very important role in their English learning.Most high school teachers prefer to use the traditional way to give feedback to students'English writing ignoring cultivating students' learning strategies,learning abilities,and cooperative ability that high school students should have in writing.In recent years,peer feedback has attracted attention in the education field.Many scholars and college teachers have applied it to writing teaching and practice,and achieved an ideal practical result.However,there is more positive evidence for college English writing feedback than that for the feedback of high school English writing.Thus,according to the research results and theories of many scholars,the author applies peer feedback to teaching English writing in a senior high school to test the effectiveness and feasibility of peer feedback,and finally provides some effective suggestions for its application.Three research questions are advanced in this thesis.1.What is the effect of peer feedback on senior students' English writing performance?2.How does peer feedback affect learning motivation of senior high school students?3.How does the students'sense of self-efficacy change after applying peer feedback to their English writing?Questionnaires,interview,experiment,and tests are used in this research.In the experiment,108 students of two parallel classes in grade one in a high school in Xi'an City,Shaanxi Province are selected as subjects and the experiment lasts four months.There are 55 students in the experimental class(EC)and 53 students in the control class(CC).Peer feedback is implemented in the EC and teacher's feedback in the CC.Before the experiment,all of the students from the two classes are tested for their English writing performance.The pre-test results indicate that there is no significant difference between the two classes in their English writing achievement.After the experiment,post-test is used to find out if they have made some progress in English writing performance.Questionnaires are used to test students' learning motivation for English writing,and interviews to obtain students' changes about the self-efficacy of English writing.After the data collection,SPSS 22.0,paired sample T test,and multi-factorial variance analysis are used to test whether there are significant differences in the students' writing performance,motivation for English writing,and self-efficacy.Besides,the the operational qualitative research analysis software NVivo 10 is also used to find out the reasons for supporting the quantitative research results and for analyzing high school students' views on the "peer feedback" method and to collect the high school students' relevant suggestions on the effectiveness of implementing the peer feedback.Through a four-month teaching experiment,some data are collected and analyzed,and the following findings are obtained:1.Peer feedback has significantly improved the English writing performance of high school students.2.Peer feedback has significantly improved students' motivation for their English writing.3.Peer feedback has obviously increased the self-efficacy of high school students' English writing.In this study,peer feedback is purposely applied to high school students'English writing.The experiment proves the feasibility of peer feedback in the teaching of English writing in senior high schools.At the same time it is also proved that peer feedback can be used in some other aspects of high school English teaching,such as learning motivation and self-efficacy in English learning,while improving the students'English writing performance.