The Application Of Peer Evaluation Writing Teaching Mode To Senior High School English Learners From The Perspective Of Triadic Reciprocal Determinism

Writing is an essential approach for learners using language tools to convey information and express minds,and it is also an indispensable way to test their basic knowledge of language and comprehensive application competence.Educators have introduced diverse teaching modes with an intension to improve the quality and level of writing class in senior high school,however,little effect has been obtained,and there are still some problems left as following:(1)Leaners’ writing self-efficacy is at a low level.The unilateral and stereotyped thinking mind caused by the difficulty of writing as well as the immaturity of their physical development give rise to the phenomenon that they know nothing about writing.(2)Learners lack motivation and interest in writing since the marginalization of writing as well as the boring teaching mode have long consumed learners’ enthusiasm.(3)Learners’ performance in writing is not ideal.Learners are not able to get timely feedback resulting in the low development of their writing competence because learners have taken the one-way feedback and review stranding for granted.In fact,many problems in writing have close connection with the evaluation system,reflecting the problem that the conventional evaluation system does not match the requirements of current education.Based on the four theoretical foundations-triadic reciprocal determinism theory,process approach theory,social independence theory as well as monitoring hypothesis theory,combining the rules of writing,this study constructs the “peer evaluation writing teaching mode” with an hope to answer the following three questions:(1)What is the impact of the “peer evaluation writing teaching mode” on the scores of senior high school learners?(2)What is the impact of the “peer evaluation writing teaching mode” on the writing competence of senior high school learners? Meanwhile,this question is composed of three sub-problems: writing accuracy,writing fluency,writing complexity.(3)What is the impact of the “peer evaluation writing teaching mode”on the writing self-efficacy of senior high school learners?In this study,two parallel classes,Class 11 and Class 12 of the second grade of F school in C city were used as research objects for a semester,and the experiment intervention was carried out through three stages.In the early stage,researcher need to conduct the pre-test and make a full preparation for the class.In the middle part of the experiment,researcher need to imply the peer evaluation writing teaching mode to the experiment class,while the control class still implements the conventional one.In the later stage of the experiment,researcher need to perform the task of post-testing and data collection.By exploring the data,three conclusions have been reached:(1)The peer evaluation writing teaching mode can assist senior high school learners to get higher scores;(2)The peer evaluation writing teaching mode is conducive to senior high school learners,equipped them with better performance in writing fluency and writing complexity.However,the impact on writing accuracy is not significant;(3)The peer evaluation writing teaching mode can enhance senior high school learners’ writing self-efficacy.Based on the previous research process and results,this study draws the following three enlightenments:(1)Teachers can introduce the peer evaluation writing mode into real class to improve leaners’ writing scores and effectiveness;(2)Teachers can add special topics concerning with learners’ writing accuracy in the application of peer evaluation writing teaching mode;(3)Teachers should not only pay attention to the changes in leaners’ writing score and competence,but also attach great importance to the transformation process of their psychological state.