A Research On The Application Of The Integration Of Teacher Feedback And Peer Feedback In Senior High School English Writing Teaching

Writing is an important indication of language ability and also an inevitable topic in language teaching.Under the current international situation and domestic requirements for the cultivation of foreign language talents,writing teaching has also received increasing attention.After a long-term teaching theory renewal and teaching method research,process writing method has become the mainstream of writing teaching methods.Feedback is an essential part of this process.The study of second language writing focuses on the importance of feedback.Effective feedback helps students understand their strengths and weaknesses in writing.Single teacher feedback mode is applied in China' s high school English writing classes.That means teachers provide feedback for students' writing.This kind of feedback method is highly authoritative,but it will make students rely on their teachers excessively.Due to the lack of interaction between teachers and students,it is not conducive to develop students' autonomous and cooperative learning ability.Peer feedback is conducted among students,and students evaluate each other in their own groups.This kind of feedback is helpful in creating interactive English writing class.Students find problems and solve problems during the discussion.Peer feedback can enhance students' engagement and reflect the dominant position of students,but it is not easy to control.Consequently,teachers play an important role in the process of peer feedback,such as training in advance and reasonable grouping.In order to explore an effective feedback mode,the author proposes to integrate teacher feedback and peer feedback in high school English writing classes.This research focuses on the following questions:(1)What are the students' attitudes towards the integration of teacher feedback and peer feedback?(2)Can the integration of teacher feedback and peer feedback improve students' writing skills? Does it have the same influence on the writing skills of students at different proficiency levels?(3)Can the integration of teacher feedback and peer feedback solve the problems caused by single teacher feedback?In order to answer the above three questions,a teaching experiment was conducted on 90 students from two classes in the second year of senior high school in Harbin by combining qualitative and quantitative methods.The theoretical basis of the research are process writing method,sociocultural theory,and cooperative learning theory.The participating classes are divided into experimental class and control class.The experimental class uses the integration of teacher feedback and peer feedback,while the control class uses single teacher feedback.After the experiment,the following findings are obtained.First,students accepted and liked the integration of teacher feedback and peer feedback.They are willing to communicate with their peers about the existing problems in their compositions.Moreover,they expect to continue to apply the integrative mode in the future.Secondly,the integration of teacher feedback and peer feedback can improve students' writing skills.Students in low-score group make great progress on English writing skills,followed by middle-score group and high-score group.The integration of teacher feedback and peer feedback has a positive impact on technical details,vocabulary use,grammatical expressions and logical structure.Finally,the integrative mode of teacher feedback and peer feedback can solve problems such as unclear modification instructions and treating the first draft as the final draft.The integrative feedback mode provides opportunities to discuss issues and write multiple drafts for students.This research also brings some enlightenment to high school English writing teaching.First,writing teaching should adopt diverse feedback methods.Any form of feedback has their pros and cons,so the feedback effect must be optimized.Second,English writing feedback should give students the role of "class owner".Teachers should play the role of organizer and instructor in feedback activities,providing students with more opportunities to participate in activities,and increasing students' awareness of cooperation.Third,we must attach importance to the role of training and teachers' instruction in the integrative mode.Finally,due to the short experimental period and limited experimental sample capacity,there are some shortcomings in this study.In the future,more in-depth and detailed research is required.