A Study On The Impact Of The Combination Of Group Peer Feedback And Teacher Feedback On Senior High School Students’ English Writing Proficiency

English writing instruction is a key link in the cultivation of English core literacy and language competence of senior high school students.As a crucial approach to writing instruction,writing feedback is of considerable significance to enhance students’ writing quality.However,the traditional writing feedback is mainly based on teachers’ evaluation,which not only provides limited feedback information to students,but also neglects students’ dominant status in feedback.Students also lack the opportunity to interact with their peers.The single feedback mode based on teachers’ feedback is not conducive to promoting students’ initiative in writing and enhancing teachers’ instruction efficiency.It restricts the development of students’ English writing level.Therefore,the problems caused by the writing feedback mode need to be solved urgently.Based on “Zone of Proximal Development” theory,process writing method and collaborative learning theory,the research organically integrates peer evaluation into senior high school English writing instruction,in which peer feedback is carried out orderly under the guidance and supervision of teachers.The research explores the strategies and methods of English writing evaluation in middle school with the aim of developing the virtue of writing feedback and promoting students’ English writing proficiency.The author attempts to investigate the following three questions:(1)What is the students’ attitude towards the combination model of group peer feedback and teacher feedback?(2)Can the combination of group peer feedback and teacher feedback improve students’ English writing? If so,what are the main aspects?(3)What is the difference on the improvement of students at different writing levels under the combination model of group peer feedback and teacher feedback ?Two classes of Grade two in CY No.1 Middle School in Guangdong Province were selected as the research subjects to carry out a semester’s writing feedback teaching experiment.In the experimental class,the combination model of group peer feedback and teacher feedback is employed.By contrast,the traditional teacher feedback model is employed in the control class.The students in the experimental class construct their feedback groups,each of which contains one high-level students,two middle-level students and one low-level student,and peer feedback training was conducted.The students read and correct the articles of other members of the group in accordance with the English writing criteria of the college entrance examination,and fill in the peer feedback rating scale.Group members communicate with each other and share their writing ideas,skills and experiences.Teachers offer timely guidance and supervision in class.Students revise the second draft according to the results of peer feedback in the group and submit it to the teacher.The teacher routinely reviews the students’ exercises to find out the common problems after feedback.Finally,the students completed the final draft based on the teacher’s feedback.The experiment employs questionnaires,interviews and testing methods before and after the writing experiment.SPSS software is applied to make a statistical analysis of the experimental teaching results.The results of the research are presented as follows:(1)The combination model of group peer feedback and teacher feedback strengthens students’ learning subjectivity and cultivates students’ cooperative learning ability.A vast majority of the students are in favor of this combination model.(2)Through peer feedback,the students in the experimental class acquire more detailed feedback information and their enthusiasm for English writing is obviously enhanced.Their English writing level is significantly higher than that of the control class,which is mainly reflected in more accurate language expression,more substantial content and clearer text structure.(3)Under the combined model of group peer feedback and teacher feedback,students in the experimental class at different writing levels have made progress to varying degrees.Among them,the writing performance of the middle-level students is the most outstanding,followed by the low-level students.However,there is no obvious improvement in the writing performance of high-level students.In conclusion,this study obtains some educational implications: firstly,teachers should scientifically evaluate the writing ability of class students and reasonably divide feedback groups based on a certain proportion.Secondly,effective peer feedback training is indispensable before group peer feedback.Thirdly,group peer feedback should be regarded as a useful replenishment to the instruction of English writing,but it could not completely replace teacher feedback.Fourthly,teachers should strengthen management and supervision in the process of group peer feedback.