The Influence Of Peer Feedback On Junior Middle School Students’ English Writing From The Perspective Of Dynamic Assessment

The Full-time Compulsory Education English Curriculum Standard(2022 edition)put forward higher requirements for junior high school students’ English writing.As far as the current situation of junior high school English writing teaching is concerned,students still have a lot of expression problems,no matter in terms of vocabulary,grammar or the logic of the article,and there is a lot of room for improvement.Peer feedback,as an important teaching method,has been widely used in English writing teaching,but the usefulness of peer feedback is sometimes questioned since it is usually less focused than teacher corrective feedback and may also be inaccurate.As a rising approach,dynamic assessment(DA),which offers a conceptual framework for integrating assessment into instruction,may provide more opportunities for teachers to monitor or guide students’peer feedback,so as to maximize the learning effect.Therefore,based on Vygotsky’s sociocultural theory,this study introduces DA into English writing teaching for junior high school students,and is aimed at exploring the effects of the incorporation of DA into peer feedback on junior high school students’ English writing,in hopes of providing greater possibilities for the development of junior high school students’ writing ability.This study aims to answer the following two research questions:(1)What is the effect of peer feedback on junior high school students’ English writing performance?(2)What are the effects of peer feedback with and without dynamic assessment on junior high school students’ English writing performance?This experiment selected three parallel classes of eighth-grade students from Zhenjiang Experimental School as the research participants.They were randomly assigned to peer feedback group(PFG)and peer feedback group with dynamic assessment(PFGDA)as the two treatment groups,and the control group(CG).This study employed a quasi-experimental design with a pretest-treatment-posttest design.Before the experiment,all the students from the three groups took a pretest of English writing.Then,an intervention,consisting of eight lessons on English writing,was conducted on the three groups.Finally,a posttest of English writing was administered after the two-month intervention.All the data collected from the pretest and posttest were analyzed with independent sample t-tests.From the analysis of the data collected,the present study yielded the following findings:Firstly,the PFG outperformed the CG in English writing,suggesting that peer feedback was beneficial to junior high school students in English writing instruction.In the process of peer feedback,students can help each other,supervise each other,learn from each other,evaluate each other,and make progress together,which may greatly facilitate the development of students’ English writing.Secondly,the PFGDA outscored the PFG in English writing,indicating that dynamic assessment complemented and enhanced the effects of peer feedback.Throughout the entire writing teaching process,DA provided appropriate guidance and assistance to students,which considerably contributed to the better performance of the PFGDA.