An Emperical Study Of Peer Feedback On Improving Students’Error Correcting Ability In Senior English Writing

English writing，which accounts for about20%of grades of college entranceexamanations, shows students’English general ability.However, some problems also existin the traditional way of writing evaluation. This paper, based on teaching practice,aims toperfect the traditional way of writing evaluation by using peer feedback. Students can findthe advantages and disadvantages of each other by revising other compositions in agroup.and then students can learn from other’s strong points to make up one’s deficiencies.The effects of peer feedback vary and they need further emperical studies.The researchemploys both qualitative and quantitive research methods to study and analyse thecollected data, including the peer assessment,the records of students’ peer feedback andthe grades of student’ writings. In this paper, peer feedback, along with group assessmentinstructed by the teacher, is introduced by the author. Two parallel classess of senior twoare involved in the research,lasting one semester.This thesis intends to explore the effects of peer feedback on ability of identifying andcorrecting lexical perceptual errors and lexico-grammatical errors,whether peer feedbackcan improve students’ performance in writing and the effects of peer feedback on reducinganxiety.Through careful analyses of the data and discussion of the results, the author was ableto make some fingings:1) After the training and exercising of peer feed back,students improve the ablity ofidentifying errors,and the ability of error correcting, especially in lexical perceptual errors.2) Through the application of peer feedback in english writing, the experimental classobtained a higher average score in english writing, compared with the control class. 3) To some extent, peer feedback reduces anxiety on writing.Based on the fingings above, peer feedback is worth research and necessarycomplementarity to the traditional way of writing evaluation.