Investigating The Effect Of The Integration Of Peer Feedback And Teacher Feedback On English Writing Of Senior High School Students

Writing is one of the most important parts of English teaching in senior high school.But in the actual English teaching situations,the effect of writing instruction is not ideal.As one of the steps of writing teaching,writing feedback is not only helpful for students to be aware of their own mistakes in English writing,but also helpful for teachers to understand the problems in students’ writing.The advantages and disadvantages of teacher feedback and peer feedback can be obviously discovered in the process of English teaching in high school.Teacher feedback is a process that students revise their compositions according to teacher’ feedback.Students are in a passive condition in the process of feedback,which is not conducive to arouse students’ enthusiasm.While peer feedback is student-centered.Students grade each other’ compositions and revise their own compositions according to their peers’ opinions.However,due to the students’ limited English level,they can not correct their partner’s compositions completely in the process of peer feedback.The purpose of this study was to explore whether the integration of teacher feedback and peer feedback can improve students’ English writing achievements so as to find a more effective way of feedback for the current English writing instruction.Based on the previous findings and shortcomings of recent studies on feedback in English writing,this paper attempted to explore the following questions:1)What are the students’ attitudes towards the integration of peer feedback and teacher feedback?2)Does the integration of the peer feedback and teacher feedback have any effect on students’ English writing achievements?3)What influence does the integration of peer feedback and teacher feedback have on students’ perceptions and confidence in writing?85 students from two classes in senior one in Bayi Middle School of Nanchang are the participants in this experiment.In order to answer the research questions,questionnaire,teaching experiment and interview were used in this study.Questionnaire was delivered to figure out the students’ attitudes towards the combination of teacher feedback and peer feedback.An experiment of combining teacher feedback and peer feedback was carried out and a comparison of students’ writing achievements is made before and after the three-month experiment.Before the experiment,the pre-test results showed that there were no significant differences between the two classes in English writing interest.During the three-month experiment,the control class only adopted teacher feedback in writing teaching,while the experimental class adopted the integration of peer feedback and teacher feedback in writing teaching.At the end of the experiment,two classes were asked to finished the same composition again.The results showed that the students’ writing achievements in the experimental class improved a lot after the experiment,and the students had positive attitude towards the integration of peer feedback and teacher feedback.This study confirmed the effect of the integration of peer feedback and teacher feedback in improving students’ achievements English writing teaching,which was of great significance to English writing teaching.Combining with the actual conditions of English writing teaching in Senior High School,this paper proposes some teaching suggestions.In the process of the integration of peer feedback and teacher feedback,teachers should divide students into groups reasonably.During an English writing class,teachers should participate in the class actively and give students some clear guidance to promote a relaxed communication environment for students.After peer feedback,teachers should give timely feedback and supervision to students’ compositions to improve students’ enthusiasm to participate in writing feedback.