A Study On The Effect Of The Integration Of Teacher Feedback And Peer Feedback On Junior High School Students’ English Writing

English writing is a particularly important component of students’ English learning.How to improve their English writing competence has always been a high concern of English teachers.It is a well-known fact that writing feedback plays a positive role in the daily English writing process,and managing writing feedback constructively and successfully can improve students’ writing competence.For a long time,students have been receiving unilateral writing feedback from teachers.Such writing feedback method leads to students’ lack of initiative and enthusiasm for revising their writing.Therefore,this thesis attempts to explore whether the feedback strategy combining both peer feedback and teacher feedback has a greater promoting effect on junior high school students’ English writing than a unilateral feedback by teachers.The research methodology of this study includes questionnaire survey,interviews,and writing feedback experiments.The objects of the study were students in two classes of the seventh grade of a junior high school in Yinchuan,Ningxia.Prior to the experiment,the writer used a questionnaire to get a main idea of the current situation of students’ English learning,their attitudes towards English writing,as well as their opinions and expectations on different feedback strategies.Over the course of a semester,different writing feedback strategies were used in the two classes and the sample data were analyzed and discussed.The writer mainly conducts the research from the following aspects: 1)How do students apply specific written feedback strategies in peer feedback? 2)How do peer feedback and teacher feedback affect correctable and non-correctable errors in the English writing of junior high school students? 3)How does the feedback strategy that combines both peer feedback and teacher feedback affect the overall linguistic accuracy of students’ English writing in junior high school?4)How does the feedback strategy that combines both peer feedback and teacher feedback affect the motivation of junior high school students in writing? In the later period,interviews were conducted to understand the aspects that students benefited greatly from peer feedback,their different views and expectations on peer feedback and teacher feedback as well as the changes in their attitudes towards English writing.The most obvious findings from this study include: students basically use the direct feedback correction method in peer feedback;the feedback strategy that combines both peer feedback and teacher feedback has a greater effect on the specific error correction and the level of students’ writing than a unilateral feedback by teachers;and peer feedback can as well increase students’ enthusiasm and self-confidence in English writing.