A Research On The Effect Of Peer Feedback Based On Heterogeneous Grouping On Senior High School English Learners’ Writing Ability

Feedback is an important way to promote students’ development and plays an indispensable role in foreign language writing.In English teaching in China,teachers often use peer feedback in writing classes.However,the randomness of teacher selection and grouping of peer members in practice affects the effectiveness of peer feedback.At the same time,teachers did not pay explicit attention to the individual differences between students’ intellectual or non intellectual factors.Therefore,the application effect of peer feedback in writing teaching still needs further exploration.In addition,the General Senior High School Curriculum Standards(2017 Edition,2020 Revision)proposes that senior high school English courses should not only focus on the overall development of students,but also meet their individual development needs.In order to promote students’ comprehensive and personalized development and improve their writing skills,this thesis aims to apply the peer feedback teaching model under heterogeneous grouping to the teaching of senior high school English writing,and aims to explore its impact on senior high school English learners’ writing ability.The findings of the study are as follows: First,peer feedback from HPLM groups has a certain positive impact on the writing ability of subjects,specifically manifested in three aspects: 1.Peer feedback from HPLM cooperative groups has a significant improvement effect on the writing content performance of subjects,with a mean difference of-1.9 on the pretest and post-test,and a significant difference of 0.000.2.Peer feedback from HPLM cooperative groups has a significant improvement effect on subjects’ writing form performance,with a mean difference of-1.35 between the pre-test and post-test,and a significant difference of 0.000.3.Peer feedback from HPLM cooperative groups has a significant improvement effect on subjects’ writing language performance,with a mean difference of-6.3 between the pre-test and post-test,and a significant difference of 0.000.Secondly,peer feedback from LPHM groups has a significant impact on the improvement of subjects’ writing ability,which is manifested in three aspects: 1.Peer feedback from LPHM cooperative groups has a significant impact on the improvement of subjects’ writing content performance,with a mean difference of-1.15 on the pretest and post-test,and a significance of 0.001.2.Peer feedback from LPHM cooperative groups has a significant effect on the improvement of subjects’ writing form performance,with a mean difference of-1.1 between the pre-test and post-test,and a significance of 0.000.3.Peer feedback from LPHM cooperative groups has a significant impact on the improvement of subjects’ writing language performance.The mean difference between the pre-test and post-test is-3.7,with a significance of 0.000.Third,there are certain differences in the impact of peer feedback on writing ability between HPLM and LPHM cooperative groups,specifically manifested in three aspects: 1.HPLM and LPHM cooperative group peer feedback has a positive effect on the improvement of writing content performance of subjects,but there is a small difference in the post-test scores of writing content between HPLM and LPHM group subjects,with a mean difference of 1.25 on the post-test,and a significant value of 0.169,without significant difference.2.Peer feedback from HPLM and LPHM cooperative groups has a positive effect on the improvement of subjects’ writing form scores.However,there is a small difference between HPLM and LPHM group subjects’ writing form scores on the post-test,with a mean difference of 0.85 and a significant value of 0.324,indicating no significant difference.3.Peer feedback from HPLM and LPHM cooperative groups has a certain impact on the improvement of subjects’ writing language performance.There is a significant difference between HPLM and LPHM group subjects’ writing language post-test scores,with a mean difference of 2.45 and a significant value of 0.000,indicating a significant difference.The impact of peer feedback on students’ writing ability in heterogeneous groups is different.Based on this,researcher propose the following three teaching suggestions: First,teachers should deeply understand the mechanism by which peer feedback teaching interventions in heterogeneous groups affect senior high school English learners’ writing ability.Secondly,teachers should adopt appropriate grouping methods to provide writing peer feedback based on students’ learning situations in teaching.Thirdly,teachers’ exploration of peer feedback in heterogeneous groups can help improve learners’ writing skills,as well as teachers’ writing teaching abilities.as well as teachers’ teaching ability and guidance of practical behavior.