An Experimental Research On The Effect Of Peer Review On Senior High School Students’ Revision Ability In English Writing

English writing skills are important expressive skills,and English writing ability can be affected by several dimensions.Feedback and assessment methods are the key factors influencing English writing skills.There is a growing interest in how to maximize the positive effects of peer review in English writing classes,as opposed to the conventional one-way teacher feedback method.International scholars have conducted a long follow-up investigation on this evaluation method,and generally agreed on its practical value in actual English classes.But this evaluation method has been mainly applied in college classrooms,mainly for college students.So far,there has been little discussion about senior high school students;less attention is paid to the effect of peer evaluation on the ability to revise English writing;and there is limited inspiration and reference for teachers.This study intends to select grade one students in senior high school to explore the effect of peer review on their writing revision ability under the guidance of cooperative learning theory,the process writing approach and the “Zone of Proximal Development” theory.Considering the local senior high schools,it aims to find the answers of the following questions:(1)Can peer review improve students’ writing revision ability?(2)Can peer review improve students’ writing ability?(3)Is peer review the same in improving the writing ability of students at different writing levels?In order to answer these questions,122 grade one students from two parallel classes in a none-key E Senior High School in Kaifeng City participated in this experiment.The experimental class primarily used peer review to correct compositions,while the control class followed the previous one-way teacher feedback method.All students were required to have an English writing task every two weeks as planned,and they had five rounds of writing tasks in total.The experiment is conducted with the main steps including grouping,training,questionnaires,interviews,pre-test and post-test.At the end of the research,data collected in this research study will be analyzed with the application of SPSS 23.0.The results of this research are as follows:(1)Peer review can improve students’ writing revision ability.(2)Peer review can improve their writing ability and scores.(3)Peer review is not the same in improving the writing ability of students at different writing levels.Peer review is an important means of serving and providing feedback on teaching and learning,and is an effective supplement to teacher feedback method.It should be noted that the variability of students’ ability to assess each other and the applicability of other writing types still need further exploration.