An Experimental Study On The Application Of Trained Group Peer-feedback In English Writing Teaching In Senior High School

Writing is most difficult to master among the four basic language skills(listening,speaking,reading,writing).And it reflects English learners' ability of expression and thinking.In recent years,with the continuous development of the domestic and foreign English teaching methods,a series of English writing teaching models have been gradually formed,the application of peer-feedback theory in the teaching of English writing has gotten widespread concern and attention of scholars at home and abroad.The study found that the research about the peer-feedback in recent years is in ESL environment,and the domestic research is relatively small.And most of the research objects of the peer-feedback are undergraduates,the experiments with high school students as the research objects are less.Nowadays,writing has been a weak aspect in senior high school English teaching and it is difficult for both teachers and students.For a long time,writing has been the subjective item with the highest scores in English exams.Because of that,writing difficulty is always hard to master and students' scores exist wide gap.Recent years,teaching reformation brought little effect.The writing situation isn't optimistic:Teachers don't pay enough attention to writing teaching and students treat writing negatively.Therefore,finding an effective way to change this situation is the primary task for English teachers.This study intends to conduct an experiment applying trained group peer-feedback into English writing teaching and try to find out whether the trained group peer-feedback is an effective way to lead a better result of writing teaching.138 students participated in the study and they came from two classes of senior one.The number of the control class is equal to the experiment class.The English writing of experimental class is taught with the help of peer-feedback while the control class is taught under the traditional way: product-oriented writing teaching.The instruments are mainly questionnaire,interview and tests.In this study,two questions are to be answered:1)Can trained group peer-feedback writing teaching improve students' writing interest?2)Can trained group peer-feedback writing teaching improve students' writing ability?The major findings are summarized as follows: 1)Most high school students hold positive attitudes towards peer-feedback.And students' English writing interest improved with the application of trained group peer-feedback.2)The trained group peer-feedback improved students' writing level to a certain extent.After the experiment,the writing level of experimental class improved more than the control class.Some suggestions have been made by the author to further study in the future.Firstly,the writing competence needs to be improved step by step and the experiment time can guarantee the reliability.Therefore,the researchers ought to lengthen the duration of experiments.Secondly,the number and scope of the experiment participants need to be enlarged and expanded.The number of the participants is not so large enough that the results of this study are not very representative.Later on,the researchers can choose students from different grades in different areas.If so,the effect of the experiment will be better.