Effects Of Cooperative Consciousness On Peer Feedback In English Writing Of Senior High School Students

In the assessment stage of English writing instruction in senior high school,most teachers still adopt the traditional single-teacher assessment,which is not conducive for the development of students’ subjectivity.By contrast,peer feedback has proved to be an effective assessment method to promote students’ writing skills,peer communication and cooperative abilities.To enhance the effectiveness of peer feedback,some researchers have explored its influencing factors,mainly including learner factors and environmental factors.Peer feedback,however,as a typical form of cooperative learning,has hardly been studied for its affective element of cooperative consciousness,and the level of students’ cooperative consciousness in peer feedback of English writing and its effects on peer feedback have not been confirmed.Therefore,this study attempts to explore the effects of senior high students’ cooperative consciousness on peer feedback,in order to enrich the theory of peer feedback perception and the concept of cooperative learning,improve students core competences through cultivating their cooperative consciousness,and further enhance the effectiveness of peer feedback and optimize English writing teaching.Three questions are addressed in this study: Firstly,what is the status of senior high school students’ cooperative consciousness in peer feedback of English writing? Does English proficiency affect cooperative consciousness? Secondly,what are the effects of cooperative consciousness on peer feedback results(draft revision)? Finally,what are the effects of cooperative consciousness on peer feedback process(review comments)? The participants in this study consisted of 59 second-year high school students of Class 14,a parallel class in a middle school in Chongqing.In order to improve the reliability of the research,both quantitative and qualitative methods were utilized in this study,including experiment,questionnaire and interview.This study adopted peer feedback model for English writing teaching and analyzed the data by SPSS 26 to find out the research results.The research results demonstrate that cooperative consciousness can significantly affect peer feedback.The findings show that,firstly,senior high students have high level of cooperative consciousness in peer feedback of English writing,and English proficiency has no significant effect on cooperative consciousness in peer feedback.Secondly,the higher the cooperative consciousness level in peer feedback students have,the better the results of peer feedback they will achieve,mainly in that cooperative consciousness positively affects writing scores improvement and draft revisions.Finally,the higher level of cooperative consciousness can promote students to give more comments for their peers’ composition,which are mainly focused on language dimension.Based on the research results,the pedagogical implications are concluded in order to better play the role of peer feedback in promoting students’ English writing.Firstly,teachers need to refine and optimize each stage of peer feedback in accordance with students’ ability.Secondly,teachers should capitalize on the mutually supportive effect of peer feedback and cooperative consciousness.Finally,teachers are also expected to focus on the development of students’ cooperative consciousness in their daily English teaching,with particular attention to cooperative cognition and cooperative will.