A Study Of The Effects Of Integration Of Teacher And Peer Feedback In IELTS Writing Instruction

English writing plays a vital role in English teaching and can be seen as an important part of assessing students' comprehensive English ability.However,how to carry out writing teaching and how to improve the quality of students' English composition is a difficult problem for the front-line teachers.Feedback,as the most direct teaching communication method,has always been the focus of teaching in second language writing.In recent years,teacher feedback and peer feedback have received increasing attention in the field of writing education.College and high school teachers,and even elementary school teachers are trying to integrate this teaching mode into the writing classroom.However,IELTS trainers rarely use these feedback models in IELTS teaching and IELTS teachers always focus on the improvement of students' scores,especially for most IELTS writing teachers,who are the guides of the classroom and put overwhelming control over students,which obviously does not conform to the basic idea of modern education.Therefore,this article attempts to integrate teacher feedback and peer feedback in the English writing feedback method in order to guide IELTS writing teaching.It is hoped that by improving teaching,students can effectively improve their quality and ability of IELTS writing.Based on three theories: process approach theory,cooperative learning theory,and zone of proximal development theory,this study employs a combination of qualitative and quantitative research methods,including interviews,classroom observation,tests and survey questionnaires,comparing and analyzing the changes in the academic performance of IELTS writing in the students of experimental and control class in the pretest and posttest.This research mainly answers the following two questions: 1.What are the attitudes of the students who participate in the training of IELTS towards peer feedback in IELTS writing teaching? 2.How does the integration of teacher feedback and peer feedback affect students' English writing skills?This study first selects two classes in the parallel classes of Global Education,one as an experimental class and the other as a control class.And then this research conducts a pretest of their English writing level and a questionnaire on IELTS learning conditions to test both classes and check if there exist differences in IELTS writing scores in the control class and experimental class,further to learn about students' English learning attitudes.Then,the students in the control class are taught in accordance with the traditional teaching method,which is the single teacher feedback mode.While the experimental class are educated by the integration of peer feedback and teacher feedback.After 16 weeks of teaching practice,the author carries out a posttest of the English writing skills in the two classes and conducts post-questionnaires for the experimental class.Based on the data obtained in this experiment,the author uses social statistical software SPSS to collect data statistics and analysis.It is found that students have a positive attitude towards the integration of teacher and peer feedback.Above all,not only the students' English writing level in the experimental class has been improved higher than the control class students',but also the experimental class students had higher IELTS writing scores than those in the control class.Therefore,this experiment proves that the integration of teacher and peer feedback is beneficial to enhancing the attitudes in IELTS writing for students,and it is also favorable to improving the English writing level of IELTS trainees.