A Study On Influence Of Peer+teacher Feedback On English Writing Performance Of Grade Eight Students At Different Levels In Junior High School

In the process of learning English,learners need to master four basic language skills:listening,speaking,reading and writing.In author’s opinion,writing is the most difficult to master,because it can deeply reflect students’ comprehensive ability to use the language.In order to improve students’ English writing ability,scholars have carried out a lot of research and the focus is on writing feedback.Single teacher or peer feedback has many disadvantages,so a new way has emerged,peer+teacher feedback.Meanwhile,the English Curriculum Standards for Compulsory Education(2011 edition)proposes that students should learn to collect materials independently,draft essays and revise them under the guidance of teachers.So as to implement the curriculum standard’s requirements and improve the English writing skill of junior high school students,this research study is conducted based on the cooperative teaching theory,process writing method and zone of proximal development theory.On the basis of previous studies,this paper explores the influence of peer+teacher feedback on English writing performance of second grade students at different levels in junior high school.This study attempts to answer the following questions by comparing students’ writing scores before and after the test and conducting a questionnaire and interviewing after the experiment:(1)What is the impact of peer+teacher feedback on students’ writing performance at different levels?(2)What do students think of peer+teacher feedback in English writing?This experimental study was conducted with 40 students from a remote rural junior high school in Ankang city,Shanxi Province.It has lasted for 16 weeks,including pre-test,writing feedback practice for six times and post-test.First,according to the composition scores of the pretest and their daily performance from grade seven to grade eight,the 40 students are divided into three large groups,namely the high level group,the medium level group and the low level group.Secondly,they are again divided into 10 small teams with four students in each group,of which one student is from the high level group and served as the leader,two students are from the medium level group and the other one is from the low level group.On the basis of the peer feedback sheet provided by the teacher,students give feedback on their peers’ compositions.If students encounter problems,they first ask the group leader for help and then seek help from the teacher.Quantitative analysis is mainly employed in this study,supplemented with qualitative analysis of the data.The experimental results show that:(1)The writing ability of students at different levels has been improved,with the middle level students’ ability improved the fastest,followed by the low level students,while the high-level students’ composition performance has basically remained unchanged in most time.(2)Students hold a positive attitude towards the method of peer+teacher feedback in English writing.The author finds that this way can improve their writing skills and optimize the content,structure and language of their writings.This study confirms the effectiveness of peer+teacher feedback on students’ writing performance at different levels,and provides a new idea for the English writing teaching of junior high school.