A Research On The Application Of Peer Review In English Writing Teaching In Senior High School

English writing ability is one of the important indexes to measure students’ English practical ability.English writing has always been the focus of attention of experts and scholars in related fields.However,the present situation of English writing teaching in senior high schools is not optimistic.The traditional product writing teaching method gradually shows its drawbacks,which conflicts with the needs of students.Therefore,process writing teaching method has gradually come into people’s view.Meanwhile,peer review,as a typical process writing teaching method,has been applied to different stages of English writing teaching.Researches on the application of peer review to English writing teaching in China are mainly aimed at college students,whereas studies on senior high school students are relatively few.Based on the theory of process writing teaching method,cooperative learning theory and error analysis theory,the paper summarizes the researches on peer evaluation at home and abroad.Empirical research is carried out through analyzing the data acquired from specific teaching case of peer review and questionnaires,and the discussion is carried out through interviews,to explore the effect of peer review on English writing teaching of senior high school.The peer review teaching mode is applied in the experimental class,and the traditional writing teaching mode that the teacher revises students’ compositions is adopted in control class.The author aims to address the following three questions:(1)What are the attitudes of senior high school students towards peer review?(2)What is the impact of peer review on the English writing proficiency of students,and whether the scores of content,language expression and structure are significantly improved after peer review?(3)What are the different effects of peer review on the writing scores of high-level group,medium-level group and low-level group?This study lasted from September 2018 to January 2019,whose subjects were 122 students from Class 14 and Class 15 of Grade Two in No.2 Senior High School of Zhengyang.The students in experimental class were investigated and interviewed after the experiment,and the writing scores of the students in the experimental class and in the control class before and after the experiment were collected.The research results show that:(1)Through the analysis of the questionnaire and the interview results,we can conclude that most senior high school students hold a positive attitude towards peer review.(2)After analyzing the data of pre-test and post-test by SPSS19.0,it is found that peer review can effectively improve the overall English writing level of the students.To be specific,there is a significant improvement of students’ writing in content,language expression,while no obvious change is found in structure after the experiment.(3)By comparing the average scores pre-test and post-test in each group of the experimental class,it can be seen that the average scores of all the three groups improve after peer review,and the medium-level group improves the most significantly,followed by the low-level group and the high-level group.The experiment results indicate that peer review has its feasibility in senior high school English writing teaching.However,there are still some problems in the process of peer review.Some students’ ability of evaluation needs to be improved,and the allocation of peer review group will also have a great impact on the experimental effect of peer review.These questions need to be paid more attention to and solved in the following research on peer review.