A Study On The Effects Of Peer Feedback In English Writing Teaching In Senior High School From The Perspective Of Educational Ecology

Writing is one of the basic skills that need to be mastered in the process of foreign language learning,which is a comprehensive manifestation of personal language ability.In senior high school English writing teaching,teacher feedback is certainly important,but peer feedback is more conducive to the dominant position of students.Therefore,this paper attempts to apply peer feedback to the high school English writing teaching,it aims to stimulate students’ motivation in English writing,improve students’ English writing performance,then make students have a breakthrough in the application of English writing strategies.Based on educational ecology theory,the focus content of educational ecology is to use ecological methods to explore the laws of education,improve teaching efficiency,and thereby promote the smooth development of teaching.Educational ecology highlights the student’s dominant position and the teacher’s guiding role and explores the dynamic balance among students,teachers and the classroom environment.At the same time,educational ecology theory also pays attention to the important roles of teachers,students as well as a harmonious classroom environment in the learning process of students,and it aims to provide new ideas for English writing teaching in senior high school.This research attempts to answer the following three questions:(1)From the perspective of educational ecology,what are the effects of peer feedback on senior high school students’ English writing motivation?(2)From the perspective of educational ecology,what are the effects of peer feedback on senior high school students’ English writing achievements?(3)From the perspective of educational ecology,what are effects of peer feedback on the application of students’ English writing strategies?Two classes were chosen from Grade one in a senior high school in Dalian,they were randomly divided into the experimental class(EC)and the control class(CC),50 students were in each class.The whole experiment lasted for 16 weeks.Peer feedback was adopted in the experimental class,while the traditional teacher feedback was still used in the control class.Pre-test and post-test,questionnaires and interviews were adopted as the instruments in this thesis.Software SPSS 25.0 was applied to analyze the relevant date of the experiment.The results showed that the English writing motivation of the students in the experimental class was significantly enhanced,and the students tended to participate more actively in the feedback activities,but the change was not obvious in the control class.In terms of writing achievements,both classes made progress to some extent,but the English writing achievements of the experimental class was much higher than those of the control class.In addition,peer feedback also laid a more positive effect on the students’ ability to use writing strategies in the experimental class.Therefore,peer feedback is feasible in senior high school English writing teaching.