| Writing is not only a necessary part of English learning,but also one of the important standards to test learners’ language ability.Feedback,as one of factors affecting writing teaching,can both improve students’ writing ability and affect their attitude towards writing.At present,teacher feedback and peer feedback are the most common forms of feedback used in English writing teaching.However,both of them have advantages and disadvantages in the practical writing class.Teachers’ feedback is authoritative,but it lacks the interaction between teachers and students.Besides,students are passive in the process of teacher feedback,which is not conducive to cultivating their learning autonomy and cooperative learning ability to a certain extent.In comparison,peer feedback provides a platform for students to correct each other’s compositions in the form of group cooperation,which promotes a relaxed classroom atmosphere.Moreover,it reflects the important position of students.However,due to the students’ limited knowledge about English,the feedback to the composition cannot cover all the bases.Therefore,in order to explore effective feedback methods in senior high school English writing teaching,this study combines teacher feedback with peer feedback.Simultaneously,it takes the process writing method,zone of proximal development theory and cooperative learning theory as the theoretical basis to explore the following two questions:(1)What is the influence of the combination of teacher feedback and peer feedback on students’ attitudes towards English writing?(2)Does the combination of teacher feedback and peer feedback have positive influences on students’ English writing ability ? If it does,what are the specific effects?In order to answer the two questions,the author selected a total of 92 students from two classes of Grade 2 of a senior high school in Harbin as the research objects to carry out the teaching experiment.The two classes are respectively the experimental one and the control one,in which the former one adopts the feedback mode of combining teacher feedback and peer feedback in English writing class,while the latter one adopts the single teacher feedback mode.The author adopted the questionnaire survey,testing and interview methods.After the end of the experiment,the author analyzed the questionnaire data,composition scores and interview content,then drew the following conclusions:(1)The combination of teacher feedback and peer feedback improves students’ attitude towards English writing.The peer feedback activity makes the atmosphere of English writing class more relaxing,and the teacher feedback further improves the room for students to make progress in English writing,both of which enhance students’ confidence and initiative in English writing.(2)The combination of the two kinds of feedback has positive influences on students’ English writing ability and contributes to more improvement.First of all,the grammatical accuracy of the composition has been improved.Secondly,the content of the composition has been enriched.Finally,the details of the composition have been refined.This study also brings about enlightenment for the future development of writing feedback activities.First,it is necessary to make adequate preparations for teacher feedback and peer feedback activities to be carried out smoothly.Second,it is necessary to identify the respective roles of teachers and students in the feedback activities,reflecting the important position of students and the leading position of teachers.Third,it is necessary to ensure that students of different capabilities can benefit from the feedback activities.Teachers should especially provide more detailed guidance to students at high and low levels.Finally,due to the short experimental time,the limited number of selected samples and the interference of other factors,there are some deficiencies in this study,so deeper and more detailed studies are needed in the future. |
