A Study On The Application Of Combined Teacher-peer Feedback Model To English Writing Teaching In Senior High School

In the study of what types of feedback are effective,many researchers have found that the traditional one-way teacher feedback does not reflect students’ subjectivity,and the feedback is time-consuming and ineffective,resulting in students’ long-term failure to improve their writing skills.With the advancement of curriculum reform and the transformation of the “Student-oriented,teacher-led” curriculum structure,peer feedback has been favored by many scholars as an effective process evaluation tool in recent years,but some studies have found that single two-way peer feedback has more shortcomings in terms of accuracy and comprehensiveness.In view of the drawbacks of the single feedback model,it is necessary to think and try more about how to combine the single feedback model to improve the effectiveness of feedback and students’ writing ability.Starting from the requirements of English writing ability from the new curriculum for high school and the current situation of English writing feedback in China,this study attempts to investigate the effects of the combined feedback form of teacher feedback and peer feedback on high school students’ English writing ability,so as to make feasible suggestions for high school English writing teaching.This study aims to discuss the following three questions.（1）Does the combined teacher-peer feedback have an impact on students’ English writing skills? If so,in what specific ways?（2）What are students’ attitudes toward the combined teacher-peer feedback model?In this study,two classes taught by the same teacher were selected as the research subjects,the experimental class used a combined teacher and peer feedback model,and the control class used a single teacher feedback model.The results of the study showed that students were satisfied with the application of combined teacher-peer feedback in the writing classroom,and the cooperative communication between teachers and students made the writing classroom atmosphere more relaxed and lively,and students’ interest in writing,class participation,and writing confidence were all increased,and writing anxiety was also reduced to some extent.Comparing the pre-and post-test writing scores of the two classes,it was discovered that both classes improved,but the experimental class improved more.This suggests that the combined feedback mode is more effective than single teacher feedback in improving students’ writing skills.Simultaneously,the middle level group improved the most,the low level group improved the second most,and the high level group improved the least.Students in the experimental class improved their scores in the five sub-dimensions of grammar,vocabulary,content,structure,and details in the pre-and post-tests,with a bigger improvement in grammar and vocabulary.This study has numerous pedagogical consequences.Firstly,high school English writing teachers should pay attention to the diversity of feedback in order to avoid the drawbacks of unidimensional feedback.Secondly,the feedback process should give way to students as well as to center on teacher’ role as a guide.Finally,in order for students of various levels to benefit from writing instruction,heterogeneous groups of students should be fully utilized.