| English writing plays a very important role in English language teaching,and the new English curriculum requires students to have a certain ability of practical writing.However,in the traditional high school English teaching,teachers do not pay much attention on the teaching of English writing and lack some writing guidance for students,which leads to students’ low interest in English writing.Therefore,how to cultivate and improve students’ writing ability has become a research topic of many high school teachers.Also,in the past ten years,practical writing has occupied a dominant position of English writing in the college entrance examination.But at present,some senior high school students still have some problems in practical writing.Therefore,this study focuses on the practical writing of senior high school students,and takes letters as the writing style of practical writing,to provide some guidance for the practical writing of senior high school students,and provide some references for the future research of senior high school students’ English writing.Besides,as a new form of cooperative learning,peer feedback has been studied by more and more experts and scholars,and some instructive and forward-looking results have been obtained,which proves that peer feedback can help students improve their English writing level to a certain extent.However,most of the researches are mainly related to the macro aspects,such as the attitude towards peer feedback,the comparison between teacher feedback and peer feedback,etc.There are relatively few studies on what influences students with different writing levels have under the guidance of peer feedback.What’s more,most of the researches are mainly conducted in universities.There are relatively few researches on peer feedback in senior high school students’ English writing.Therefore,based on the scaffolding theory,this paper aims to study the application of peer feedback in senior high school students’ English writing.Specifically,the following two questions are studied:(1)What influences can students get from peer feedback based on scaffolding theory in mixed-proficiency small pairs?(2)What factors influence the practice and effect of peer feedback under the guidance of scaffolding theory by students of different writing levels?Based on the above two questions,the researcher carries out a three-month teaching experiment for 72 students in a senior high school in Handan City,Hebei Province.There are 42 girls and 30 boys in the 72 students,and their average age is 17.5 years old.The experimental process includes grouping,pre-test,post-test,questionnaire,and interview.And the data collected through these steps is statistically analyzed with the help of SPSS(Statistical Product and Service Solutions)22.0 and Excel research tools.After the analysis and discussion,the main findings are as follows:Firstly,in generally,high school students have a positive attitude towards peer feedback and actively participate in related activities after the experiment.At the same time,peer feedback based on scaffolding theory has different effects on students with different writing levels.Most of the students’ writing level has improved significantly,especially for students with relatively low writing level.Secondly,according to the students’ performance in this experiment and the changes of students’ writing level after using peer feedback,four factors may affect students’ participation and effectiveness to peer feedback,namely,second language ability and rhetoric knowledge,students’ self-cognition and belief,students’ motivation,and the use of their mother tongue.What’s more,the research also shows that peer feedback can stimulate students’ interest in writing,enhance their confidence in writing,and stimulate their autonomy in writing.Based on that,it is expected that this study can provide some references for the future studies on peer feedback based on scaffolding theory in China,and it can also provide some enlightenment for the teaching of English writing in senior high school. |
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