The Effect Of Computer-mediated Peer Review Of "Micro-writing" On Junior High School Students’ English Writing Performance And Motivation

English writing skill as a core competence is an important target in English language education in junior secondary schools,but the improvement of writing competence is a gradual and non-linear process that has been challenging English language teaching.Nevertheless,academics have put forward a variety of teaching strategies to improve learners’ writing skills,including online peer assessment.Research has shown that online peer assessment can greatly improve foreign language learners’ writing accuracy,confidence,attitude and motivation,but most studies have been conducted on university students,so the applicability of their findings to junior high school students remains questionable.With these considerations in mind,the quasi-experimental approach will be used to explore whether the online peer-review will improve students’ writing ability and motivation,and the reasons.The study conducted a 6-month micro-writing training for 50 students in the second year of junior high school in a secondary school.The study adapted experimental comparison and questionnaire survey as well as interviews.The results found students did make progresses in English writing,especially in the areas of chapter structure and language expression.Students’ interest and self-confidence in writing improved,too.It’s highly suggested that English writing teaching should make the full use of the advantages of networking and the use of online peer assessment to optimise writing teaching and develop students’ teamwork spirit.However,this study lacks an effective monitoring system and adequate online peer assessment training.Considering the above shortcomings,future research will explore a system for monitoring the efficient operation of online peer assessment and adequate and effective online peer assessment training.