The Comparative Study On Effects Of Teacher And Peer Oral Feedback On English Writing

Feedback,as one of the characteristics of process writing,is an important way to help students improve their English writing ability.In this study,twelve senior high school students in Guiyang were taken as the research objects.Through experiments and interviews,the writings of students after receiving oral feedback from teachers and peers was studied.The purpose of this study is to answer three questions as follows:(1)Which type of oral feedback is used more in students’ revisions,teacher feedback or peer feedback?(2)Before the intervention,what did the students think of the comparative effects of the teacher and peer oral feedback? Are there any changes in students ’opinions after the intervention?(3)What is(are)the difference(s)between teacher and peer oral feedback in the improvement on the quality of English writing? In this study,six writing assignments(ten drafts)of 12 volunteers in the same class were analyzed.The influence of the two kinds of feedback on senior high school students’ English writing was discussed through the use frequency of the two kinds of feedback and the quality of new draft writing.Before and after the intervention,the author interviewed the participants one by one to understand their attitudes and views on the two kinds of feedback.By combining quantitative and qualitative research,the author analyzed the influence of teachers’ oral feedback and peers’ oral feedback on senior high school students’ English writing.The main findings of this study are as follows :(1)compared with peer feedback,students use more teacher oral feedback in their revised drafts.In the teacher feedback session,students’ dependence on teachers increases and students’ learning autonomy decreases.However,the use frequency of peer oral feedback is not that low in this study,and peer feedback can also stimulate more self revision.(2)Before the intervention,students believed that teacher feedback is “authoritative” and “efficient.” The teacher oral feedback can provide more communication opportunities and make it easier for students to understand the suggestions given by the teacher.Students are also highly receptive to peer feedback,but they express some concerns about peer feedback.After the intervention,there is no significant change in opinions on teacher feedback,compared with that before the intervention.In terms of peer feedback,students seem to be more receptive to peer feedback than before.Students believe that oral feedback and negotiation between peers give them more opportunities to learn from each other.(3)Oral feedback from teachers and peers can improve the quality of students’ English writing,although their performance varies at different stages.Based on the findings in this research,the author gives some suggestions on the feedback process in English writing teaching.Firstly,in view of the different feelings and attitudes of different students to various feedback types,teachers should respect the individual differences of students and provide appropriate feedback forms when organizing feedback activities.Secondly,teacher and peer feedback can be organically combined in English writing teaching.It can better meet the individual needs of students and improve students’ English writing skills.Thirdly,before organizing peer feedback,teachers can conduct peer feedback training so that students can become more experienced.Good feedback to improve their cooperative learning ability.