| English writing is the cognitive and emotional complex.Learners’ emotion not only accompanies but also affects all stages of writing.The English Curriculum Standards for High School proposes that writing of high school students is to convey information and express ideas in real situations.However,there are many problems in senior high English writing at present.Many high school students often feel very anxious in the writing process,and some lack writing motivation,unwilling to complete writing tasks.Fortunately,researches show that it’s writing self-efficacy that can let students increase their commitment and make more effort in writing（Li Hang et al.,2013;Guo Jidong,2018）.With the popularity of the student-oriented peer editing in recent years,the author will explore whether peer assessment can improve high school students’ English writing self-efficacy.Based on the theory of cooperative learning and feedback,this study investigates the effect of peer assessment on high school students’ writing self-efficacy.A three-month teaching experiment was conducted with 88 students in two classes in a Harbin high school,aiming to explore the following two questions:（1）How does peer assessment affect high school students’ self-efficacy in English writing? Are there differences in self-efficacy among students of different proficiency?（2）Why and how does peer assessment impact their English writing self-efficacy? Firstly,by test method and questionnaire method students completed pretests on two classes;secondly,peer editing was adopted as a writing teaching mode in the experimental class.As a control,the other class carried out the conventional writing teaching method.After the experiment,the author collected data by questionnaire method and interview method.Through the data analysis of SPSS software,the conclusions are drawn:（1）Peer editing can improve the writing self-efficacy of high school students to a certain extent（the post-experiment growth is 8.116）,especially the writing skills self-efficacy（the post-experiment growth is 7.302）.（2）Peer editing has a positive influence on the writing self-efficacy of students of different proficiency.And the writing self-efficacy of average students improve most significantly（the post-experiment growth is 7.302）.（3）In terms of English writing skills,students have a better understanding of the grading rules than before through peer editing,so they will emphasize details in their writing.As for English writing tasks,students have more confidence in completing the writing tasks.Furthermore,they are more looking forward to the teacher’s explanation of writing tasks in different scenarios.（4）The average and low proficiency students gain more positive emotional experience.Besides,the latter also receive more high-quality feedback.In conclusion,high school English teachers need to fully understand the importance of students’ English writing self-efficacy,and actively use peer editing in English writing teaching.Finally,the author points out limitations of this research,and provides some inspirational ideas for future researches. |
