A Comparative Study On The Effect Of "Teacher-Student Collaborative Assessment" And "Teacher + Student Feedback" In Junior High School English Writing

In the process of learning English,listening,speaking,reading and writing are the four basic skills that English learners have to master.In the past years,a lot of scholars and educators have been trying and putting forward various theories and methods of English writing,among which,researches on feedback are of great prosperity.A number of studies have shown that different types of feedbacks can affect students’English writing competence,including single method,such as teacher feedback,self feedback,peer feedback,and computer automatic feedback.The single method inevitably has many disadvantages.In this case,some of the study turns their light to the diversified feedback.For example,some researchers focus on the "teacher ＋student feedback".This kind of feedback is somewhat advancing compared to that of the past.However,Wen Qiufang proposed the "teacher-student collaborative assessment" referred to as TSCA in 2016,which puts the "teacher ＋ student feedback"in the shade.Production-oriented approach(POA),which was proposed by Wen Qiufang,laid a theoretical basis for this writing.POA in the teaching practice encounters new problems.One of the main problems is that it is difficult to ensure the full and timely feedback.Then TSCA emerges at a historic moment.There are similarities and differences between the "teacher ＋ student feedback"and TSCA.On the surface,they all mean that teacher and students evaluate the writing together.However,TSCA has the advantage of systematicness and put more emphasis on target training and cooperation.Although many researches have proved the benefits of "teacher ＋ student feedback",for TSCA is still in the exploratory stage,there are only three researches about it.And there is no research to compare these two kinds of methods.So the author wants to make a comparison between them and to reveal a more effective way.The whole study process is intended to work out the answers to the following questions:(1)What is the significant difference in the improvement of English writing competence between the experiment class who received TSCA and the control class who received "teacher ＋ student feedback"?(2)What are the advantages of TSCA in class?(3)What are students’ attitudes toward TSCA?The subjects of this research are 80 middle school students in grade two.They are selected from two parallel classes of Gan Li School in Shen Zhen.Pre-test shows that there is no significant difference between two classes regarding writing competence.In the control class,the researcher uses "teacher ＋ student feedback",while TSCA is employed in the experiment class.In order to guarantee the reliability and validity of the research,this research adopts both quantitative and qualitative methodologies to collect and analyze data.Instruments in this research including questionnaires,writing tests,and interview.The research results indicate the follow:ing findings:(1)TSC A has a more significant influence on English writing competence of students compared with the "teacher ＋ student feedback".(2)The experiment shows the biggest benefit of TSCA lies in the target training.The second advantage lies in the cooperation between the teacher and students or among the students.(3)Almost 90%of students hold a positive view on TSCA.Some implications for "teacher-student collaborative assessment" are also presented according to the major findings.Simultaneously,the limitations of the study and the suggestions for future study are also given in this paper so as to promote deeper study in "teacher-student collaborative assessment".