The Effect Of Peer Feedback Under Teacher’s Guidance On English Writing Of Senior High School Students

The most used feedback in English writing is teachers’ feedback,but the single way is time-consuming and cannot fully point out the mistakes and highlights of students’ compositions.Thus,many scholars and teachers have been trying to seek different ways,one of which is peer feedback.However,for the students having similar writing proficiency,the effect is not as good as expected.Besides,it is unavoidable not to give all the feedback on the compositions for students without a clear feedback standard.Therefore,based on the previous studies,this study assigned the feedback groups,trained students before the experiment,emphasizing the guidance of the teacher to explore the following questions:1.What are the attitudes of high school students towards English writing and peer feedback?2.What effects do peer feedback have on the English writing proficiency of high school students?3.What effects do peer feedback have on students with different levels of English writing proficiency?The research is based on the theory of process writing,the theory of zone of proximal development,and the cooperative learning theory.The teaching experiments were conducted in two parallel classes of Changzhi No.2 High School,Class 537 and Class 538 in Grade two.Their general English writing levels had no significant difference.The author,teacher of the two classes,used the traditional teachers’ feedback in the control class--Class 537,and the peer feedback method under the guidance of the teacher in the experimental class--Class 538,so as to ensure the fairness and rationality of data collection.This experiment used questionnaires,writing tests and interviews to collect and analyze data.The research results show that:(1)In the experimental class,most students had a more positive attitude towards English writing after the experiment.(2)After the experiment,the English writing grades of the experimental class students were significantly higher than those of the controled class students.(3)The feedback significantly improved the writing grades of the intermediate and low-proficiency students.At the same time,the writing grades of high-proficiency students were higher than before.