An Empirical Study Of Peer Feedback In English Writing Teaching In Senior High School

Writing is one of the important output methods of English language learning,which can reflect the language output ability and comprehensive application ability of English learners.For English learning at senior high school,writing not only helps learners consolidate the language input skills of “reading” and “listening” and promotes the internalization of language knowledge,but also promotes students’ English oral expression.Writing assessment helps teachers and students identify problems in English writing and improve students’ English writing skills.In Chinese English writing teaching,teacher feedback is one of the most popular modes of feedback,but it is time-consuming and inefficient,and the feedback content is single,which cannot fully reflect the shortcomings of each student’s writing as well as their advantages.Therefore,many teachers and researchers try to explore the effective writing feedback modes constantly and the peer feedback is one of these effective feedback modes.However,the single peer feedback also has many shortcomings,such as inappropriate grouping,no uniform feedback criteria,lack of peer feedback training,and vague generalizations about peer feedback.Based on previous research,this thesis aims to explore the following questions through the process of grouping,developing peer feedback forms,peer feedback training,and teacher guidance.(1)What are high school students’ perceptions of peer feedback in English writing teaching?(2)What are the effects of peer feedback on high school students’ English writing level?(3)What are the effects of peer feedback on high school students’ English writing content,language and organization?This study was based on dynamic assessment theory and process writing teaching method,and was conducted for nearly four months in two B-level classes of Grade One of the first high school in Qingzhen city,Guizhou province.Before the experiment,the author analyzed the final scores of the two classes in the last semester as well as the results of the pre-writing test to ensure that there was no significant difference between the English scores of the two selected classes,and then conducted the first questionnaire and interview on the perception of peer feedback in the experimental class,as well as prepared the experiment by students grouping and peer feedback training.During the experiment,the experimental class adopted peer feedback and the control class implemented self-feedback,and the feedback processes in both classes were conducted under the guidance of the teacher.Furthermore,four interviews were conducted in the experimental class,and the main purpose was to find out the problems existing in the implementation of peer feedback.The teacher could adjust teaching strategies based on those problems in order to ensure the effective implementation of peer feedback.After the experiment,a writing post-test was administered to the two classes,the purpose of which was to analyze whether there was a significant difference between the English writing scores of the two subject classes,and a second questionnaire was administered to the experimental class to find out how students’ perceptions of peer feedback changed after the implementation of peer feedback,and to gain insight into the reasons for the changes,the teacher also randomly selected a few students for the last interview.Questionnaires,writing tests,and interviews were used to collect data for this study.The questionnaire and writing tests scores were analyzed through SPSS 26.The results of the study showed that(1)after the peer feedback intervention,high school students in the experimental class had a positive perception of peer feedback.(2)After the experiment,both peer feedback and self-feedback had a positive impact on high school students’ English writing performance.However,the impact of peer feedback on improving high school students’ English writing level was greater than that of self-feedback.(3)Peer feedback has positive effects on the organization and content of English writing.As for language,it was improved in both control and experimental classes.Thus,it could be concluded that it was teacher feedback conducted in both classes that contributed to the improvement of language.The study shows that peer feedback under the guidance of teachers is effective and feasible in high school English writing classrooms,and fulfills the requirement of “teaching-learning-assessment” integration of the new curriculum.