An Empirical Study On The Effects Of Peer Feedback On English Continuation Writing Teaching In Senior High Schools

Continuation writing closely combines reading input with writing output,which can trigger synergistic effects and promote the development of learners’ second language proficiency.However,up to now,it has been a great challenge for both teachers and students.Wang Chuming once put forward that “The stronger the interaction is,the stronger the synergistic effects will be”.Therefore,in theory,peer feedback,which involves more interaction,can compensate for the shortcomings of single teacher-student interaction and enhance the synergistic effects,thus improving the effects of continuation writing in promoting learning.Nevertheless,there has been few research on peer feedback in senior high school continuation writing teaching.Therefore,this research adopted questionnaire and interview methods,and carried out an experiment on 80 students in a senior high school in Jiangsu province,with the aim of studying the effects of peer feedback on students’ affect and ability of continuation writing,and the factors that influence the effects of peer feedback,in order to explore more effective teaching method and enrich the theoretical research.The research questions are as follows: what are the effects of peer feedback on students’ affect in continuation writing and how do the effects come about;what are the effects of peer feedback on students’ ability in continuation writing and how do the effects come about;what are the factors that influence the effects of peer feedback?The main findings include: peer feedback can effectively reduce students’ writing anxiety by giving them opportunities to polish up their compositions beforehand,thus boosting their confidence and relieving the fear of negative evaluation;peer feedback can change students’ opinions on continuation writing,stimulate their interest in reading and evaluation,and as a result,enhance their writing motivation;peer feedback can correct and enrich students’ language expressions,enable students to fully understand the continuation materials,and write a composition with higher coherence with the continuation materials,so as to effectively improve their continuation writing ability in terms of language and content,but peer feedback may not improve the structure of the writing;teacher’s training and guidance,along with students’ English level and pairing pattern will affect the effects of peer feedback.In light of the above findings,the author draws some implications for the teaching of continuation writing.