A Study Of The Application Of Peer Feedback In High School English Writing

As a special way of communication,English writing plays a very important role in English learning.Students' writing ability is an essential aspect for evaluating their English proficiency.Currently,the feedback mode of English writing in senior high school has mainly based on teacher feedback(TF).With the prevalence of the Process Approach,the efficiency of the peer feedback(PF)has become one of the focused issues in the research.However,there are some conflicting findings on PF.Therefore,the researcher intends to explore the effectiiveness of PF in senior high school on the basis of the theoretical analysis and teaching practice,trying to answer the following three research questions:1.What are the students' attitudes toward the application of PF in their writing?2.What are the effects of applying PF on writing achievements of students with different proficiency levels?3.What are the effects of the application of PF on students' writing achievements(fluency,accuracy and complexity)?In order to answer the three questions,82 similar level students from two parallel classes of Wu Dan No.1 Senior High School of Chi Feng were selected as the research subjects of experimental class(EC)and the control class(CC).During the 15 weeks' experiment,the EC and CC learned the same teaching contents and were taught by the same teacher with the same teaching method,except the way of feedback(the way of feedback used in EC is PF and used in CC is TF).After the experiment,the statistics of questionnaires,the writing drafts and the results of pre-and post-test in EC and CC were analyzed by the researcher with the help of SPSS17.0.The results of interviews were analyzed by the researcher by the qualitative research method.The results showed that: firstly,students' attitudes toward the application of PF in English writing process changed after the experiment.Secondly,the students with different levels have different achievements with the help of PF in their writing process after the experiment.Thirdly,PF can improve students' writing achievement.Based on the results of the research the conclusion can be drawn: the fluency of students' writing got slight improvement,and the accuracy got significant improvement,while no significant improvement in terms of complexity.At the end of the thesis,the theoretical and practical implications of the thesis were discussed,some suggestions of the application of PF in senior high school English writing class were given,the limitations of the research were presented and some recommendations for the future research from both the macro-level and micro-level were provided.