A Comparative Study Between Teacher Feedback + Peer Feedback And Teacher Single Feedback To English Writing Of Year One Students In Senior High School

As one of the five basic English skills,writing has always been an important and difficult part in the teaching of English writing in Senior High Schools.It is also a teaching difficulty that most English teachers have been trying to overcome.Feedback is an important means of evaluation in the teaching of English writing and plays an important role in helping students improve their English writing ability.Timely and effective feedback can undoubtedly enable students to discover the advantages and disadvantages of their writing and improve it in time.In recent years,scholars at home and abroad have conducted a series of studies on teacher feedback and peer feedback,and some scholars have studied the teacher feedback + peer feedback mode,which has made some achievements.In this study,a 14-week English writing feedback experiment was conducted in two classes of Grade One of Urumqi No.10 Middle School by comparing teacher feedback + peer feedback and single teacher feedback.The research questions are: 1)Can teacher feedback + peer feedback mode improve Senior One students’ English writing performance better than teacher single feedback mode? 2)What effects does the teacher feedback + peer feedback mode have on students’ English writing proficiency under conditions of different grouping(high-score group,middle-score group and low-score group)? 3)Can the teacher feedback + peer feedback mode improve students’ interest in English writing better than the single teacher feedback?The results of the experiment show that: 1)there is a significant difference between the post-test scores of EC and CC(Mean increased 1.72,P=0.004<0.05),which indicates that the English writing performance of the students has improved significantly.2)Under different grouping,there were significant changes between the post-test and pre-test of the middle score group(p=0.000<0.05)and the low score group(p=0.008<0.05),but no significant changes in the high score group(p=0.078>0.05).3)Questionnaires and interviews conducted after the experiment show that compared with teacher single feedback,students prefer teacher feedback +peer feedback and think that this kind of feedback can raise their interest in English writing.Finally,this study draws the following implications: 1)English teachers should not only continue to attach importance to the role of teacher feedback in improving students’ English writing performance,but also attach great importance to the role of peer feedback,combining the two organically to help students improve their Englishwriting performance.2)Before peer evaluation,first of all,we should train the students,and implement feedback after students fully understand the details of the operation.In view of the different effects of this feedback mode on different group members,teachers should take into account the different needs of different students and teach students in accordance with their aptitude.3)Reform the current evaluation mechanism of teacher single feedback,and attach importance to the flexible application of teacher feedback + peer feedback in process writing.