A Study On The Impact Of Peer Feedback On Junior High School Students' English Writing Self-efficacy Under The Dynamic Assessment Mode

Students’ English writing and its teaching have always been the key and difficult problems in the educational circle.As an essential output skill in English learning,writing requires students to have a certain level of comprehensive language competence compared with reading.However,at present,the rejection of English writing by students and the slow improvement of English writing scores have become the difficulties in the teaching of English writing in junior middle school.Especially,the third grade students are facing the pressure of entering school and time is tight,so it is difficult for them to get substantial gains in English writing only by teacher’s compositions review.Therefore,peer feedback has entered the English writing class,but it has been controversial because the feedback subject is students.The application of dynamic assessment theory to foreign language teaching is actually the optimization of peer feedback.This study combines the theory of dynamic assessment with peer feedback to explore the influence of peer feedback on junior high school students’ English writing self-efficacy under the dynamic assessment model.Based on dynamic assessment theory,social and cultural theory,self-efficacy theory and process writing theory,taking the topic composition of junior high school students as an example,this study tries to explore three questions:(1)What is the current situation of self-efficacy in English writing of junior high school students?(2)Does peer feedback have a significant impact on self-efficacy in English writing under the dynamic assessment model?(3)Is there a significant difference in the impact of peer feedback on English writing task self-efficacy and English writing skill self-efficacy under the dynamic assessment model?The writing experiment of this study lasted for four months,including peer feedback training,writing test training and three formal writing and evaluation tests.The subjects were two classes of junior middle school students.The two classes are parallel classes,with a total number of 94 people.In the experiment,they are randomly divided into experimental class and control class.Among them,the experimental class adopts the dynamic evaluation model,with 48people;The control class adopts the traditional teacher evaluation teaching model,with 46 people.After the experiment,this study adopts the methods of questionnaire survey and semi-structured interview,and quantifies the experimental data with SPSS26.0 statistical analysis software and finds that:(1)The current situation of junior middle school students’ English writing self-efficacy is at the general level;(2)Under the dynamic assessment model,peer feedback can improve the level of English writing self-efficacy in both the pre-middle stage and the middle-post stage,and both have reached significant statistical significance,and the change in the pre-middle stage is more obvious than that in the middle-post stage;(3)Under the dynamic assessment model,peer feedback has significant differences in English writing task self-efficacy and English writing skill self-efficacy.This study has both theoretical and teaching significance.The research enriches the research on peer feedback writing teaching in junior middle school;demonstrates that peer feedback plays a positive role in improving junior middle school students’ English writing self-efficacy under the dynamic assessment model,which provides a basis for the feasibility of the implementation of the dynamic assessment model in junior middle school students’ English writing classroom.At the same time,teachers should pay attention to grasp the "critical period" of peer feedback under the dynamic assessment model,and focus students’ energy on the pre-middle stage in the English writing class of junior middle school students.