A Study On Self-feedback And Peer Feedback In Senior High School English Writing Assessment

In the traditional English writing assessment,teachers are in the dominant position,and the subject of English writing assessment is single.Many scholars have turned to student-centered research on writing assessment methods — self-feedback and peer feedback.However,at present,researches on these two feedback methods are mainly to test their effectiveness,ignoring that these two feedback processes have the essential attributes of cognitive construction and social construction respectively.Therefore,from the perspective of constructivist theory,this study explores whether self-feedback and peer feedback can promote the development of writing ability in high school English writing assessment,and further explores the difference in the number and types of the constructed feedback texts,and its construction effect on the attitude of the feedback provider,so as to provide a reference for the practice of English writing assessment.In this study,students from two classes of grade 2 in a senior high school in Z city were taken as research objects,and writing tests,writing assessment standards,feedback coding scheme and questionnaires were used as research tools to carry out self-feedback and peer feedback of English writing in the two classes.This study will focus on the following three questions:(1)Is there any difference between the impact of self-feedback and peer feedback on senior high school students’ comprehensive English writing performance?(2)Is there any difference in the feedback amounts and types between self-feedback and peer feedback produced by senior high school students in English writing assessment?(3)What are senior high school students’ attitudes towards self-feedback and peer feedback respectively?The results show that:(1)There is no obvious difference of students’ comprehensive writing performance after adopting the two feedback methods respectively.But both self-feedback class and peer feedback class have an obvious improvement on students’ comprehensive writing performance.(2)There are significant differences in the feedback amounts and types between self-feedback and peer feedback.In the general distribution of the feedback amounts and types,students put forward more peer feedback,and students pay more attention to corrective feedback.In the specific distribution of the feedback amounts and types,the amount of positive feedback in peer feedback is more than that in self-feedback.The amount of corrective feedback in peer feedback is more than that in self feedback.Other types of feedback,such as reflection and summary,in self-feedback are more than that in peer feedback.(3)Senior high school students who participate in the self-feedback experiment show positive attitudes towards self-feedback.(4)Senior high school students who participate in the peer feedback experiment show positive attitudes towards the peer feedback.The results above indicate that self-feedback and peer feedback can promote the comprehensive English writing performance of senior high school students,but there are great differences between self-feedback and peer feedback in the feedback types and amounts.In addition,students in the two classes expressed positive attitudes towards the two types of feedback respectively.Therefore,from the perspective of constructivist theory,this study has the following implications for the high school English writing assessment:(1)Self-feedback and peer feedback can effectively develop the comprehensive writing ability of senior high school students,so teachers should comprehensively use a variety of assessment methods when carrying out English writing assessment,so that self-feedback and peer feedback become a strong supplement to teachers’ feedback.(2)There are significant differences in the cognitive structures that high school students give priority to when providing self-feedback and peer feedback,so teachers should fully consider the characteristics and advantages of different assessment methods,and jointly construct reasonable,efficient and comprehensive English writing assessment tools and assessment processes with students.(3)Senior high school students construct positive emotional attitudes in the process of self-feedback and peer feedback,so teachers should give students appropriate feedback and encouragement in time in the process of subsequent English writing assessment,help students consolidate and strengthen their positive attitude towards the feedback process,so as to achieve the purpose of improving students’ feedback effect and writing ability.