Effects Of Peer Feedback On Grammatical Accuracy In English Writing For Students In Senior High Schools

Writing is not only an important part of English teaching,but also the embodiment of students’ comprehensive language ability.Grammatical accuracy is one of the indicators of students’ writing competence,but frequent grammatical errors in students’ writing are still an urgent problem to be solved.“The English Curriculum Standards for General Senior High Schools(2017 edition)” requires that the main roles of students should be highlighted in the writing valuation,and the diversity and rationality of evaluation methods should be emphasized.Teachers’ feedback,as a traditional way of writing evaluation,has its limitation.Therefore,it is necessary to incorporate peer feedback into writing evaluation in order to explore its actual influence on grammatical accuracy in English writing.According to Zone of Proximal Development theory,Cooperative Learning theory and Process-writing Approach,the paper,based on the experimental study,selects a total of 88first-year students at a senior high school as subjects and is primarily concerned with the following three research questions:(1)Can peer feedback effectively improve grammatical accuracy of English writing? If so,which type of grammatical accuracy does peer feedback mostly promote?(2)Is there any significant difference in the effect of peer feedback on grammatical accuracy among students with different grammatical levels?(3)What are the attitude and perceptions of students towards peer feedback? This study intends to employ quantitative and qualitative research methods.The former mainly uses SPSS26.0 software to conduct statistical analysis to answer the first two research questions,while the latter adopts grounded theory and uses NVivo12.0 software to conduct qualitative analysis of interview material in order to answer the third research question.After the one-semester experiment and data analysis,the following conclusions are drawn:(1)Peer review can effectively promote the grammatical accuracy of senior high school students’ writing.The grammatical accuracy of verbs is significantly promoted and noun declensions and articles are improved moderately while the grammatical accuracy of vocabulary use is improved to a minimum.(2)The effect of peer feedback on grammatical accuracy of students with different levels is significantly different.The improvement of grammatical accuracy of students with high grammatical level ranges top,while that of students with medium and low grammatical level was not as high as that of high level students.(3)High school students’ attitudes towards peer revision have generally shifted from negative to positive perception and from doubt to recognition,which is mainly reflected the changes in psychological performance,perceptions of promoting grammar learning,and senses of self or peers.Students in different level groups have different attitudes and perceptions towards peer feedback,and their preferences to writing feedback are also different.Finally,according to research findings,three teaching suggestions are put forward as follows: Teachers are expected to establish a diversified writing evaluation system in combination with peer feedback and required to offer definitive guidance in order to meet the requirement of individual differences.Besides,they are supposed to effectively utilize online resources to build a peer feedback platform.The study is designed to integrate the peer revision with teachers’ feedback in order to establish diversified evaluation system in English writing instruction for students in a senior high school.