The Application Of The Integration Of Teacher Feedback And Peer Feedback In Junior High School English Writing Teaching

As a crucial component of junior high school English teaching,writing is a key element in assessing students’ English comprehensive application ability.But in the real English teaching,the effect of English teaching is unsatisfactory.Feedback,which is the key procedure in writing,can assist students improve their proficiency in English writing.Researches at home and abroad have studied feedback from different perspectives and found that teacher feedback and peer feedback have their own advantages and disadvantages.Therefore,this research combines teacher feedback with peer feedback to explore its effects in junior high school English writing and answer the following questions:1.Under the integration of teacher feedback and peer feedback,how do students’ interests and attitudes towards English writing change?2.Can the integration of teacher feedback and peer feedback effectively improve students’ writing scores compared to conventional teacher feedback? If so,which aspects are improved in terms of content,structure and language?For the sake of answering these questions above,this research adopted questionnaire,test and interview as research methods,based on the cooperative learning theory and the process writing theory.In addition,the author selected two classes in Grade two in the Tenth School of Nan Yang City,and applied the integration of teacher feedback and peer feedback to conduct teaching experiments.Research findings are obtained as follows.The integration of teacher feedback and peer feedback can effectively improve students’ interest and attitude,and enhance students’ confidence,enthusiasm and classroom participation in English writing.When compared to conventional teacher feedback,integrating teacher feedback and peer feedback can significantly improve students’ writing scores,and the average score in writing content,structure and language are improved.