The Effect Of Peer Feedback On English Writing Self-efficacy Of Senior One Students

Writing is one of the five basic language skills.Writing is not only regarded as a standard to measure one’s language level,but also an effective way and means to learn foreign languages.Thus,it is very crucial to seek ways to enhance English writing.The improvement of English writing is affected by many factors,among which one of the most important emotional factors is students’ writing self-efficacy.As process teaching methods are introduced,peer feedback model has attracted more and more researchers’ attention.However,the impact of peer review on English writing self-efficacy needs to be further verified.After consulting a large number of literature,it is found that most of the relevant studies are primarily conducted on college students and even post-graduate students,but few of the research objects are senior one students.Therefore,this study focus on exploring the impact of peer evaluation on senior one Students’ English writing self-efficacy.It is expected to provide informative advice for the English writing teaching of practical English teachers in high school.Based on social cognition theory,process teaching theory and cooperative learning theory,this study primarily addresses the following three research questions:(1)What is the impact of peer evaluation on the English writing self-efficacy of senior one students and why?(2)Is there significant difference in the impact of peer evaluation on writing task self-efficacy and writing skill self-efficacy?(3)Is there significant difference in the impact of peer evaluation on boys and girls English self-efficacy?Based on the above research questions,the author conducts a semester-long teaching experiment with 112 students in a high school in Shandong Province.Before the experiment,it was tested whether the two classes were comparable in English writing scores and English writing self-efficacy.The results indicated that the students of the two classes were not remarkably different from each other in these two aspects.During the experiment,the experimental class primarily used the method of peer assessment,and the control class applied the method of teacher feedback.After the experiment,the pre-test,post-test questionnaires and interview data of the two classes were obtained and used for analysis by SPSS 25.0 and Nvivo 12 Plus.The conclusions are as follows: 1)Peer evaluation has a significant impact on senior one students’ English writing self-efficacy.The main reasons are peer recognition,successful experience,role model and relaxed atmosphere.2)Peer evaluation has significant differences on writing task self-efficacy and writing skill self-efficacy.3)There are significant differences in the influence of peer evaluation on boys and girls students’ English writing self-efficacy.The findings show that peer assessment can promote the evaluation reform and improve students’ self-efficacy in English writing,which provides a basis for senior high school teachers to conduct English writing teaching.At the same time,it also enriches the feedback theory and self-efficacy theory of English writing and broadens the scope of English writing research.