An Empirical Study Of Peer And Teacher Feedback In English Writing Teaching In Senior High School

Writing is an important basic skill of language learning and it is also an important part of English teaching in senior high school. Many English teachers confused that student’s writing have not achieved anticipative improvement although the teacher made a large amount of time feedback for student’s compositions. Therefore, the thesis aims at applying the combination of teacher feedback and peer feedback to improve the students’ consciousness of self assessment,stimulate the students’ enthusiasm of writing and enhance their writing ability.The theory of Vygotsky’s Zone of Proximal Development and Cooperative learning theory lay a solid theoretical foundation for the thesis. The Zone of Proximal Development focuses on that the instruction of teacher and in collaboration with their peers enables students to improving their writing ability. Cooperative learning theory lays stress on improving their writing ability and furthermore success in writing through among students’ cooperative learning. Based on the theories in the ideas of teacher- student interaction and student-student interaction have guiding significance in English writing teaching of senior high school.This research lasted for sixteen weeks from September 2014 to January 2015 in Panshan senior high school. The participants in this research were 80 students from two classes, which one is experimental class with 40 students, the other one is control class also with 40 students.The two classes have no significant difference in students’ writing level before the experiment.The control class adopted the traditional way of teaching. The experimental class applied the combination of teacher feedback and peer feedback on student’s writing. The thesis tries to study the questions as following:(1) What are students’ attitudes towards the combination of peer feedback and teacher feedback in English writing teaching?(2) During the writing teaching, which aspects are peer feedback beneficial supplement to teacher feedback?(3)How does the combination of peer feedback and teacher feedback improve student’s English writing ability?The research found that(1) Students hold positive attitude to the combination of peer feedback and teacher feedback and they are more proactively to revise their writing after applying the combination code of these two feedback.(2) Peer feedback is the beneficial supplement to teacher feedback. Most of students want to revise the compositions for their peers. And students are more sensitive to their own mistakes appeared in composition and improve their ability of English writing through communicate with peers.Therefore, the thesis demonstrates that the combination of peer feedback and teacher feedback can improve student’s English writing ability in senior high school.