An Experimental Study On The Effect Of Peer Review On Senior High School English Continuation Task

Writing is an important expressive language skill and a crucial aspect of English language learning.The continuation task,as a new type of English writing in the College Entrance Examination,integrates input and output,imitation and creation.However,it is a common occurrence that students generally feel intimidated and repelled by writing.Peer review,a new evaluation technique,improves communication between instructors and students so that each student can actively participate in the evaluation process.The effect of peer review on high school English writing performance has been extensively examined by domestic and foreign scholars,and their academic findings have demonstrated that it has a positive influence on students’ English writing performance.Hence,this study endeavors to explore the effect of peer review on English continuation task writing proficiency of senior high school students through the implementation of peer review.The thesis aims to resolve the following questions:Firstly,what is the effect of peer review on students’ continuation task(content,structure and language)?Secondly,what is the effect of peer review on the writing competence of students with different writing levels(high,intermediate,and low levels)?Thirdly,what are the students’ attitudes towards peer review?Two classes of grade 12 from Zhuozhou No.1 Senior High School in Baoding City are selected to serve as the research participants.Class 3 is designated as the experimental class(EC),in which students participate in peer review of their first drafts,and Class 4 is served as the control class(CC),in which students revise their work based on feedback from the teacher.This study employs tests,questionnaire,and interview to study the implementation of peer review in English continuation task.The findings are subjected to quantitative analysis and discussion through the utilization of the Statistical Package for the Social Science(SPSS).There are several significant findings in this study.To begin with,the use of peer review can effectively enhance the continuation task writing competence of learners,predominantly in content and language aspects,while its influence on the structure is relatively limited.What’ more,through the practice of peer review,the writing competence of students with intermediate and low writing levels witnesses a significant improvement,while no considerable impact is observed on advanced learners.Moreover,the majority of participants in the experimental class(EC)hold a favorable outlook towards peer review,and display a high level of acceptance.