The Application Of Peer Feedback In English Writing Teaching In Rural Middle School

English writing is an indispensable part of English learning,and it is a reflection of the comprehensive use of English.However,in English writing teaching,writing is often marginalized and the method of writing feedback is single.Therefore,the improvement of students' English writing ability has become a difficult problem.With the advent of peer feedback,many researchers have introduced peer feedback into English writing teaching and most of them have examined its effectiveness.Compared with similar studies,the research is aimed to highlight the application of peer feedback in English writing teaching in rural middle schools,so as to bring some practicable suggestions and implications to English writing teaching in rural middle schools.Based on Cooperative Learning,Zone of Proximal Development and Process Writing,three questions are addressed in this research: 1)What are the students' attitudes towards peer feedback? 2)What effect does peer feedback have on students' English writing achievements in terms of content,structure and grammar? 3)Does peer feedback affect English writing achievements in terms of content,structure and grammar of higher-,medium-,and lower-level students to the same extent?Therefore,the author randomly selected 98 students from two intact classes in Grade Eight of Pingluo Middle School in Kangxian as the research participants to conduct a four-month experimental research.Class One was randomly selected as the control class which adopted teacher feedback in English writing,and Class Two was the experimental class which used peer feedback.First,students in two classes took part in a pre-test and then the students in the experimental class were grouped and trained according to the results in the pre-test.After the experiment,the students in the two classes participated in a post-test.Besides,the students in the experimental class filled out a questionnaire and 6 of them were selected to take part in an interview.The author first collected the data from the pre-test and post-test and analyzed with SPSS 23.0,then collected and analyzed the data from questionnaires and interviews and came to the following conclusions: 1)The students have positive attitudes towards peer feedback.They like reading peers' compositions and thesuggestions given by them,like discussing with their peers and giving suggestions to others' compositions,and think that they can benefit from it.Peer feedback can be a supplement to teacher feedback.2)Peer feedback can effectively improve students' English writing achievements in terms of content and grammar.3)Effects of peer feedback on higher-,medium-and lower-level students' English writing achievements in terms of content,structure,and grammar are different.Lower-and medium-level students have made greater progress in content and grammar,but they haven't made obvious progress in structure;higher-level students haven't made obvious progress in content,structure or grammar of English writing.In view of the fact that peer feedback can effectively improve students' English writing achievements,it is recommended to introduce it into English writing teaching in rural middle schools to improve students' English writing achievements by fully combining with teacher feedback.