The Effect Of Peer Feedback On English Writing Self-Efficacy Of Senior High School Students

English writing is not only a complex cognitive activity,but also an emotional activity.The researches show that writing self-efficacy could predict and affect students' writing performance,and the source of self-efficacy has certain connection with peers.In recent years,peer feedback has received more and more attention in the teaching of English writing,because it takes students as the subject of the teaching process.However,the effect of peer feedback on senior high school students' writing self-efficacy and writing level has not been clarified.Therefore,this study attempts to explore the effect of peer feedback on the writing self-efficacy of senior high school students,and to find effective method for senior high school English writing teaching.In the present experiment,96 students from two parallel classes of a senior high school in Shi Jiazhuang were involved in experiment,questionnaire and interview.In the 16-week experimental study,the experimental class adopted peer feedback model for writing teaching,while the control class adopted teacher feedback.This study tries to explore the following three questions:(1)What is the effect of peer feedback on students' English writing self-efficacy?(2)What is the effect of peer feedback on the English writing self-efficacy of students with different writing proficiency?(3)What are students' attitudes towards peer feedback?The results of the present study confirm that peer feedback can improve senior high school students' English writing self-efficacy effectively.The specific findings are as follows:(1)Peer feedback made a significantly difference in improving English writing self-efficacy of senior high school students.(2)Compared with the high-level students,the writing self-efficacy of the middle and low level students was improved significantly under instruction of peer feedback mode.(3)Most students had positive perception of peer feedback.Based on the above research results,the author suggests that English teachers need to be fully aware of students' current writing self-efficacy,and effectively apply peer feedback to senior high school English writing class to help students achieve greater progress and enhance their writing confidence.In the end,the author proposes some limitations of the study,and provides some enlightening ideas for future research.