A Study Of The Application Of Peer Feedback In Senior High School English Writing Class

English teaching includes four aspects: listening,speaking,reading and writing,among which writing can best reflect students’ comprehensive ability of using English.Research have found that currently writing ability of ordinary senior high school students is generally poor.In order to improve students’ English writing performance,a great number of literatures have been reviewed and found that most research of writing focus on “teaching”.However,the new curriculum standards(the 2017 version)has pointed out that the complete teaching activities should include teaching,learning and evaluation.In current English writing class,teacher feedback is the only way to evaluate as well as the only way for students to get feedback.Facing overwhelmed evaluation work,teacher could not pay full attention to each students’ later learning.After teacher evaluation,students just care about their scores and then put their writing aside instead of paying attention to mistakes,let alone modification.All the time and efforts teacher putting into the evaluation work just turn out to be nothing.Therefore,this study intends to use the peer feedback model to improve students’ English writing.Peer feedback is a way for students to evaluate and correct each other’s compositions.In this feedback mechanism,students are both authors and readers;both providers and receivers of feedbacks.Many previous studies have shown that peer feedback can arouse students’ enthusiasm for learning,enhance students’ writing motivation and reading awareness,helping students learn to read their works critically,thereby improving students’ learning effectiveness.It has truly realized the dominant position of students in class and enable them to give full play their minds.At present,most of the research on peer feedback is aimed at students in colleges and universities while regarding senior high school students is rarely studied.Therefore,this study will explore the effect of peer feedback in senior high school English writing classes.Based on the socio-cultural theory,cooperative learning theory and interactive theory,this research combines quantitative research and qualitative research to analyze the English composition scores of 78 students in the two classes.The study was carried out in two parallel classes in the second grade of high school.Before and after the experiment,the composition score pre-test,the questionnaire pre-test,the composition score post-test,the questionnaire post-test,and the interview were conducted.At the beginning of the experiment,a peer feedback model was firstly built,and then these two classes were randomly set as an experimental class and a control class.The experimental class adopted peer feedback while the control class used teacher feedback.After a 10-week experiment,the application effect of the peer feedback model was discussed,that is,the influence on students’ comprehensive writing ability as well as teachers’ teaching.After the experiment,SPSS19 was used to make a comparative analysis of the results of the two classes,and combined the results of the questionnaire and interview to draw the following conclusions:(1)The students’ attitude towards peer feedback is positive and willing to accept;(2)Peer feedback and teacher feedback can both effectively improve students’ English writing performance,but in comparison,the class using peer feedback saw a greater improvement;(3)peer feedback can improve students’ scoring ability;(4)Peer feedback can improve students’ comprehensive writing skills,especially in content,structure,and writing;(5)Peer feedback can create a better class atmosphere.It can be concluded that peer feedback is effective in senior high school English writing classes.However,due to various factors,there are some drawbacks in this method.But they can be supplemented by traditional teaching methods.In addition,teachers should also play the role of organizers and supervisors.