An Action Research On The Effectiveness Of Integrating Teacher Feedback And Peer Feedback In Junior High School English Writing Teaching

English writing is an important skill required throughout the six years of middle school English learning due to its indispensable role in communication under the situation of globalization.But the teaching efficiency is often blamed and criticized to be low since it has been regarded as a common difficulty in English learning.Writing is thought to be the weakest link among Chinese English learners.One of the possible reason leading to it lies in the way of providing feedback on student’s writing.Most junior middle school English teachers take teacher’s scoring as the only source of feedback on students’ single writing draft elicited by the writing task.This is the root problem of the low teaching efficiency of English writing in middle school,and it goes contrary to the national educational policy of “Double Reduction”issued in 2021.In order to solve the problem and improve English teaching quality,the purpose of this thesis is exploring to integrate student feedback with teacher feedback so that students can gradually understand the importance of feedback,and react to it with initiative to improve writing skills.Before peer feedback,the teacher summarized common mistakes from the first draft.Then peer feedback facilitated students to locate and solve the problems mentioned in teacher’s summary concerning writing content and language form.In this process,the teacher acted as the organizer to monitor and guide peer feedback.It is followed by teacher feedback in which in-depth problems like ambiguity and coherent were pointed out based on students’ second drafts.The research participants were 36 students from Class Three,Grade Eight of a junior high school in a metropolitan city.The research questions are as follows:（1）What are overall effects on junior high school students’ writing practices after conducting the integration of teacher feedback and peer feedback? What are the differences of the effects among different levels of students?（2）What are junior high school students’ attitudes toward the integration of teacher feedback and peer feedback in writing teaching?Student’s writing practice,data from questionnaire and interviews,as well as teaching journal were collected for data analysis.Results from the writing practice and interview were used to show the improvement of writing performance.Results from Questionnaire and interview were used to examine the attitude towards the integrated feedback mode.Reflection on teaching recorded in teaching journal went through the whole process of the action research.After the three rounds of feedback practice,major findings were obtained.Firstly,the combination of teacher and peer feedback provided positive effects on junior high school students.Students’ writing abilities were enhanced in content and organization,shown in main points,thesis statement,title and paragraphing.Meanwhile,students at different proficiency levels got improved in different aspects.High-level students enhanced grammar points and coherence.Middle-level students learned to balance text organization and lexical and syntax structures.Meanwhile,low-level students could write down all key points,thesis statement and polish their handwriting based on feedback.Lastly,students hold positive attitude to the integration of teacher and peer feedback.Students prefer the integrated feedback mode to the single teacher feedback.The research findings might bring insight into feedback study on writing instruction.