A Study On The Effectiveness Of Group Peer Feedback In Junior High School English Writing Teaching

English writing is an important part of students’ English learning.Students’ English writing level is a basic element to measure their comprehensive English ability.Improving students’ writing ability is an effective way to cultivate their comprehensive English ability.However,the development of writing teaching in junior middle school English teaching is not satisfactory.The specific performance is as follows: traditional teacher feedback still occupies the dominant position in junior middle school English writing teaching and the feedback effect is not optimistic,which leads to many problems such as poor writing teaching effect of teachers and difficulty in improving students’ English writing level.Aiming at the current situation and problems of junior high school English writing teaching,this thesis attempts to explore the English writing feedback method which is suitable for junior high school students.Based on the process writing approach and cooperative learning theory,group peer feedback is used in junior high school English writing classes,in order to study the effectiveness of group peer feedback in junior high school English writing teaching.The purpose of this study is to explore the following three research questions:(1)Can junior high school students’ English writing level be effectively improved under group peer feedback?(2)What is the attitude of junior high school students towards group peer feedback?(3)How effective group peer feedback is for junior high school students with different personalities?In order to answer the above problems,students from two parallel classes in a junior high school in Z City,J Province were selected as the research objects.The teacher feedback was used in the control class while the group peer feedback was used in the experimental class.Before the experiment,implemented the pre-writing test for the control class and the experimental class to ensure that the writing level of the two classes is equivalent.Meanwhile,Eysenck personality questionnaires were given out to the experimental class to understand their personality types.After the experiment,the post-writing test of students in the two classes was conducted and there were the group peer feedback questionnaires and interviews for the experimental class students,which were in order to test the effect group peer feedback and students’ attitudes towards group peer feedback.The data collected in the experiment was analyzed by using SPSS19.0 and EXCEL,and the following conclusions are finally reached:(1)Junior high school students’ English writing level can be effectively improved under group peer feedback.Group peer feedback can not only stimulate students’ writing interest and enthusiasm,but also broaden students’ writing thinking.By correcting the writings of peers,students can effectively improve the accuracy of their own writings.(2)Junior high school students generally have positive attitudes towards group peer feedback.The overwhelming majority of students have a high degree of acceptance and affection for group peer feedback,and express the hope that it will continue to be used in the future.(3)Group peer feedback has different degrees of effectiveness for junior high school students with different personalities.The peer feedback is more effective for students with extroverted personalities and intermediate personalities,but less effective for students with introverted personalities.The research results show that group peer feedback is effective in junior high school English writing class,and its teaching effect is better than teacher feedback.Furthermore,aiming at issues such as time allocation,teacher role positioning,and impacts of students’ personality differences during the process of group peer feedback,this study also provides relevant suggestions for junior high school English writing teaching.Suggestions are that teachers should accurately position their roles in group peer feedback,not only need to reasonably allocate time,but also focus on and help students with introverted personalities,and strive to apply this feedback method to daily junior high school English writing teaching,hoping to provide some guidance and suggestions for the majority of English teachers when implementing group peer feedback.