| English writing ability is one of the important abilities in listening,speaking,reading,writing and viewing.It refers to a comprehensive ability to convey information,ideas,thoughts,emotions,etc.in written English.Students in rural senior high schools are not so good at English,especially at English writing,so they lack confidence in English writing and their writing self-efficacy is very low.Low writing efficacy will make students afraid of English writing,and even give up English writing.Feedback is an important way to help students to modify and polish the writing and teachers always spend too much time giving feedback to students’ compositions,which is time consuming and tiring.So scholars and teachers search for an effective way to give feedback.Because of the limitation of curriculum arrangement and students’ learning level,teachers in rural senior high school generally adopt teacher feedback and evaluation to improve students’ writing ability.Some scholars have proposed that compared with other feedback methods,combined peer-teacher feedback is a more effective way to give feedback as in this process students become readers,evaluators,teacher aides,peers,negotiators and it can improve students’ writing proficiency,confidence and form a writing community.Based on Zone of Proximal Development,Cooperative Learning and Interaction Theory,the author applied the combined peer-teacher feedback to find out what effects it has on rural senior high school students’ writing proficiency and writing self-efficacy.This study intends to answer two questions:(1)What are the effects of combined peer-teacher feedback on rural senior high school students’ English writing proficiency?(2)What are the effects of combined peer-teacher feedback on rural senior high school students’ English writing self-efficacy?The experimental subjects of this study are 66 students from two parallel classes taught by the author in Grade 2 of a rural senior high school in Longnan City of Gansu Province.These two classes were randomly divided into experimental class and control class.Students’ writing proficiency and writing self-efficacy were tested before the experiment.By comparing and analyzing the statistics using SPSS26.0,the writing proficiency and writing self-efficacy of EC and CC were at the same level.Then the students were given 10 round writing training in one term whose topics and contents were the same in EC and CC using process writing.In EC,students were given peer feedback after first draft and then teacher feedback after second draft,while in CC the students were given only teacher feedback.After a term,the writing proficiency and writing self-efficacy were tested and results were compared and analyzed by SPSS 26.0again.The results show:(1)after 10 round writing training,the writing proficiency of both EC and CC has improved,but that in EC has improved more than that in CC.There is a significant difference between pre-test and post-test in EC while there is no significant difference between pre-test and post-test in CC.It reveals that combined peer-teacher feedback makes a big difference in students’ writing proficiency;(2)The writing self-efficacy of EC and CC has also improved in EC and CC.Besides,there are significant differences between pre-test and post-test in both EC and CC.Both combined peer-feedback and teacher feedback can improve students’ writing self-efficacy.However,the mean scores of each kind of writing self-efficacy including writing skill self-efficacy,writing task self-efficacy and overall writing self-efficacy in EC have increased much more than that in CC.This study is just an attempt to apply combined peer-teacher feedback in a rural senior high school and it has got a good result.Before the feedback,students should be trained and grouped properly and teacher should guide peer feedback during the process.The number of subjects and the study duration are limited,so the future study can be conducted among different students and different teachers in different areas. |
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