A Study Of Application Of Peer Feedback In Junior High School English Writing Teaching

In the compulsory education stage,English writing,as a significant output skill of English language,has been emphasized by many educators and learners.And the research of English writing teaching has gradually become the emphasis of many scholars.In recent years,many scholars have begun to attach importance to the process-focused approach,and adopt it to writing teaching.Meanwhile,peer feedback,as a crucial step of process writing teaching method,has been the focus of people.This study is based on the constructivism theory and collaborative learning theory to explore the specific application of peer feedback in junior high school English writing teaching,with the purpose of improving the writing evaluation method and enriching the writing teaching method.In the research,the three aspects are mainly explored.To begin with,from the perspective of students,it mainly studies students’ attitudes towards peer feedback,that is,to study students’ overall views on peer feedback,the situation of their participation in peer feedback,their views on peers’ evaluation ability and their adoption of peer comments.And then,it mainly discusses the specific impacts on students’ writing.Finally,the main contents and characteristics of peer comments are studied.In the research,the students of Class 19 and Class 14 of a junior high school in Suzhou are taken as the research subjects.Before peer feedback,a pre-test writing is conducted on the students of the two classes,and then a specific analysis on the writing scores of the two classes is carried out with SPSS 26.0.The results indicate that the students of the two classes have the similar writing level.In the course of the three-month experiment,six operations of peer feedback are conducted in the experimental group.At the end of the semester,the two classes are tested again,and the writing scores of the two classes are analyzed.In the meantime,the first and last compositions of three students are selected for text analysis,for the purpose of exploring the specific impacts on students’ writing.Then a questionnaire survey is carried out on the experimental class students to study the students’ attitudes towards peer feedback.In addition,with the purpose of exploring whether peer feedback can develop students’ writing ability,a post-test is conducted after the experiment.Meanwhile,forty-four peer comments are collected to analyze the main contents and main characteristics of peer comments and peer suggestions.After the teaching practice of peer feedback,it is found that: firstly,students like to participate in peer feedback.They are willing to read peers’ compositions and give revision suggestions to their peers objectively.They also affirm their peers’ evaluation ability,and they can actively adopt their peers’ suggestions.Meanwhile,students believe that peer comments can be beneficial to develop the quality of their compositions.Secondly,students’ writing ability can be promoted through peer feedback.Moreover,peer feedback can greatly enrich students’ language expression.The content and structure of their compositions can also be enhanced.Thirdly,when giving peer comments,these students can put forward some specific suggestions according to the problems in their partners’ writing and they can express their ideas in a proper way.In addition,when giving peer comments to their peers,students attach great importance to the language and content of their peers’ compositions,but pay less attention to the structure of the composition.Peer feedback can greatly develop the writing quality of junior high school students.In the meantime,this writing evaluation method can greatly promote students’ English writing enthusiasm.And it also strengthens the communication between students.Thus,peer feedback can be used as a valid writing teaching method to promote students’ writing learning.