Peer Feedback In Junior Middle School English Writing Teaching In The Framework Of Dynamic Assessment:a Multiple-case Study

English writing has always been the most difficult part in EFL(English as a foreign language)class.In actual English teaching class,most teachers adopt the traditional method of teacher review,which can improve students’ writing performance to a certain extent,but it is not very effective in cultivating students’ independent writing ability and improving their writing interests.Most students still have few words to say when facing new writing topic.There are some teachers who have tried peer feedback in the writing class.This method has improved students’ writing enthusiasm and teamwork spirit.However,due to their young age and limited writing feedback experience,junior middle school students have great difficulties in conducting peer feedback activities.The author tried to introduce the concept of dynamic assessment(henceforward,DA)into peer feedback activities in English writing class and explored the effectiveness and feasibility of DA in peer feedback activities in junior middle school by adopting a series of progressive and dynamic intervention strategies.This study mainly adopts the method of case study,attempting to answer the following three questions: In what way can the students ’ English writing performance be improved with peer feedback in the framework of DA? How can peer feedback in the framework of DA affect students’ attitude toward and confidence with English writing? What is the student’s view about peer feedback in the framework of DA? The subjects of the study are 8 students from Class 703 of Xinmi Experimental Middle School in Henan Province.Before the experiment,the author conducted questionnaire surveys and semi-structured interviews with the whole class to understand the students’ writing level,writing attitude,the views on peer feedback and the difficulties encountered in the process of peer evaluation.Based on the survey results and related research in academia,this paper constructed a DA intervention model of peer feedback in junior middle school English writing class.The author focused on individualized interventions for eight of the students and followed them up for two months.After four dynamic interventions and a migration test,the experimental data were collected and analyzed.The experimental results show that peer feedback in the framework of DA could help students find mistakes in writing and avoid making similar mistakes again,and improve the students’ writing ability on the whole;DA intervention helped students improve their writing confidence and attitude toward writing and peer feedback activities;all the students ’ held positive attitude towards peer feedback in the framework of DA,and they generally believed that their writing performance and abilities have been improved.