A Study Of Effectiveness Of Peer Feedback In The Junior High School English Writing Teaching

As a core comprehensive ability in English learning and teaching,writing ability cannot be ignored.Therefore,methods on improving students’ English writing ability and stimulating their enthusiasm for English writing are worth studying.Peer feedback focuses on the writing process and is one type of formative assessment.Since Flower and Hayes proposed the cognitive model of writing,peer feedback has been hotly discussed by scholars at home and abroad.However,most researches in the past focused on peer feedback of college students’ English writing and a few on junior high school students.At the same time,there is controversy about its effectiveness,that is,whether peer feedback is effective or not on other group of students’ English writing do not reach an agreement.So,this study,trough explore the effectiveness of peer feedback in English writing of junior high school,aims at helping teachers enrich and improve English writing teaching methods and create more possibilities for students’ writing development.Based on the theories of constructivism,cooperative learning and process-based writing theory,this study uses questionnaires,writing tests,interview and the writing evaluation rubric to explore changes in students’ attitudes toward peer feedback and writing abilities before and after the experiment,so as to explore the effectiveness of peer feedback in junior high school English writing class.Meanwhile,the study applies peer feedback in junior high school students to study whether it can help students to improve their English writing ability and writing scores.Moreover,it also discusses students’ attitudes toward peer feedback before and after the peer feedback training.In addition,from comparing different groups of students’ writing scores after peer feedback to study the improvement effectiveness of peer feedback.Finally,it reveals that some difficulties exist in the process of peer feedback,strategies have been also come up with to solve them.After the experiment,the study gets the following findings: Firstly,peer feedback can improve students’ English writing abilities and scores.Comparing the result of the first writing and the third writing,it can be found that students’ English grades have been improved 0.756.And this improvement is evident in high English level students and medium English level students,but not in low English level students.Secondly,most of the students hold the positive view on peer feedback,and from the analysis of questionnaires that the value of mean in 95% of students are over 4.Therefore,peer feedback can be applied in junior high school English writing classes and improve students’ English writing grades and abilities.And in the process of applying peer feedback,students should be supervised to submit their compositions on time to ensure that each students have compositions to give feedback firstly;Secondly,students should be ensured to know the rules of peer feedback clearly to know how to give comments and appropriate scores to others’ compositions;Finally,teachers and students should work together in improving students’ writing abilities and writing scores,that is,teachers should pay attention to the details of students’ compositions and students should give appropriate grades based on the understanding of the standard of peer feedback,only in this way,neglected errors can be found and students can be given better instructions.