The Application Of Peer Feedback System Model In Junior High School English Writing Teaching

Writing,as one of an embodiments of language output,is a significant way to test the learners’ learning situation,and it also can present learners’ ability of using language.The main approach to feedback learners’ composition is given by teachers.Although teachers’ feedback has high authority and reliability,the disadvantage is also obviously.Teaching mode in China is mainly large-scale teaching,which leads teacher cannot pay attention to every mistake in the compositions.The learners’ focus is the score given by teacher.Teacher cannot know the learners’ learning acquisition.So in this study,the author will apply peer feedback mode to writing teaching in Junior High school.The research questions are:1.What aspects does peer feedback promote students’ writing ability?(language,content,structure and handwriting)2.Acceptance and attitude that students have to peer feedback?3.What’ s the students’ attitude to the ability of self-evaluation and the evaluation ability about their peers.In this study,the author will choose two classes that have the same learning level in Grade Seven.Every class will select 21 students according to the writing scores.The author will choose 21 students from one class as the experimental group.The experimental group will proceed peer feedback.The other 21 students will be the control group,which accept the feedback from teacher.The experimental group has ten-week training of peer feedback.According to analyze the questionnaires which are provided in the pre-test and post-test,four times writing performance and the interview after the whole experiment.The researcher can get the following conclusions:(1)peer feedback has a positive effect on students’ learning ability,especially in language and structure,while has little effect on content and writing in students’ writing.(2)students’ attitude and acceptance to the peer feedback has positively changed after experiment.The students’ score in experimental group has enhanced,and the students in experimental group also agree that peer feedback can enhance their own writing activity.According to peer feedback,the number of students that like reading their peers’ composition has risen in experimental group,because in the process of reading other compositions can give students more aspiration and thoughts in the process of peer feedback,and it also can improve the composition structure.Students also like to discuss their peer’ s composition,which can enlarge their own compositions’ structure,language and content.Most of the students like to make comments for their peers’ compositions,because in peer feedback training,students have more detailed evaluation criteria and specific exercises to evaluate peer compositions,so they have more basis and content in giving peer comments.Before and after the experiment,students’ attitude are willing to let other students discuss their composition has not changed much,but more students like to read comments from other students because their comments can help them enrich their composition,structure,vocabulary and grammar.