Effect Of Peer-Group-Review

English writing is an important embodiment of students’ comprehensive English proficiency,and teachers’ English teaching effect as well.However,in actual English teaching,writing has always been the weakest point of most students and the most frustrating skill for teachers.Therefore,to find an effective teaching mode to improve students’ writing interest and writing ability is an urgent problem for English teachers to think about and solve.In recent years,the important role of students’ group-review in English writing class has drawn more and more attention.The value of this mode in real class has also been widely recognized by many scholars in the world.However,the author found that this evaluation model has mainly been applied in the English classrooms of colleges and universities,seldom employed in the English classrooms of high schools,and more rarely in junior middle schools.Thus,the author attempted to apply group mutual assessment to the English writing teaching of 3 classes in Grade 1,and tested the effect of students’ group mutual assessment through a one-semester teaching experiment.The study was intended to answer the following questions:1)Can peer-group review effectively improve the interest of junior middle school students in English writing learning?2)Can peer-group review effectively improve the English writing proficiency of junior middle school students?3)Does the involvement of teachers in the peer-group review of junior high school students have a significant impact on students’ interest in learning English writing?4)Does the involvement of teachers in the peer-group review of junior high school students have a significant impact on the development of students’ English writing proficiency?In this study,Class 1 was randomly set as the control class,and Class 2 and Class 3as the experimental classes.The control class would adopt the general teaching of teachers(i.e.,no peer evaluation),sorted out by interviews,for English writing teaching.Class 2 would adopt the method of peer-group review without the active participation of the teacher,while Class 3 would adopt the method of peer-group review with the active participation of the teacher.The experimental method,interview method and questionnaire survey method were used in the study.The experimental results show that(1)the peer-group review can effectively improve the interest of junior middle school students in learning English writing.(2)The peer-group review can effectively improve the English writing proficiency of junior middle school students.(3)The intervention of the teacher in peer-group review of junior high school students has a significant positive impact on students’ interest in learning English writing.(4)The intervention of the teacher in peer-group review of junior high school students has a significant positive impact on the development of students’ English writing proficiency.