Application Of Teacher-guided Peer Feedback To English Writing In Senior Middle School

Writing,which is the weakest part for a large number of senior middle school students,is important in English teaching.With the need of National College Entrance Examination,English writing teaching should be strengthened to effectively improve the students' English level and their writing proficiency.Thorough and scientific assessment system plays a leading role in achieving the teaching goals and improving the students'writing proficiency.However,the traditional teacher assessment still plays an important role in English writing teaching in senior middle school.Generally the students in senior middle schools lack learning enthusiasm and they haven't formed good learning habits.Therefore,it is necessary to introduce a new approach to arouse the students' interest and improve their writing proficiency.Based on the current situation of senior middle school English teaching,teacher-guided peer feedback is applied to English writing teaching in this study.It aims to answer the following two questions:(1)Can teacher-guided peer feedback arouse students' interest in EFL writing?(2)Can teacher-guided peer feedback improve students,performance in EFL writing?The experimental subjects,110 students who have the similar English writing proficiency are chosen from two classes.Class 15(55)is treated as the experimental class and Class 12(55)is the control class.During the 4 months' experiment,teacher-guided peer feedback is applied in experimental class while traditional teacher assessment is applied in the control class.The research instruments which are used in the experimental class include questionnaire,interviews,and tests.After the experiment,the data of two tests is analyzed by SPSS 19.0 while the data from interviews and questionnaire is made qualitative analysis.Finally,the researcher conducted the detailed analysis and discussion about the effectiveness in the application of teacher-guided peer feedback assessment in English writing teaching.According to the comparison and analysis of the statistic results between the two tests,questionnaire and interviews,the researcher drew the conclusion that teacher-guided peer feedback could improve students'English writing proficiency and effectively arouse their interest in EFL writing.Teacher-guided peer feedback also gave the students a chance to cooperate with each other.Therefore,the application of teacher-guided peer feedback in senior middle school English writing is beneficial to the improvement of the students' English writing proficiency and their interest in English writing,which form a solid foundation for their English learning.The major findings of the experiment are that it has greatly practical significance to apply teacher-guided peer feedback assessment in English writing teaching in senior middle school and this kind of method can arouse the students' interest in EFL writing.As this kind of approach needs both the teachers and students to own higher operational ability.Therefore,it is better to give the students some training before the experiment.