ISSN: 2226-6348
Open access
Writing is an important output skill among the five basic skills of English, and giving and receiving feedback is an important aspect in the teaching and learning of writing. In the current English writing teaching in Chinese high schools, the method used is teacher feedback, but it is time-consuming and untimely, and it is not possible to give complete feedback on the mistakes and highlights of each student’s writing. This puts students in a state of passive acceptance, which is not conducive to learning autonomy, whereas peer feedback facilitates students’ independent learning through collaborative exchanges. Therefore, in the practical application of teaching, combining the two teaching methods can make up for each other’s deficiencies and work together to bring out better advantages. This study focuses on whether the combination of teacher feedback and peer feedback is effective in improving students’ writing performance as compared to the traditional teacher feedback particularly in three aspects of writing, which are idea/content, organization, and grammar. This study takes the process writing method and cooperative learning theory as the theoretical basis and selects two classes of the second year of high school in the first high school of Jixi City, Heilongjiang Province, as the experimental subjects for the teaching experiment. The control class used traditional teacher feedback and the experimental class used teacher-guided peer feedback. A pre- and post-writing test was used in this experiment to explore whether the students’ English writing improved or not, and the data were analyzed with the help of SPSS26. Finally, through data organization and analysis, this study found that compared with the traditional teacher feedback model, the combination of teacher feedback and peer feedback can effectively improve students’ writing performance, and the average scores on writing idea/content, organization, and grammar are all improved to a certain extent.
Adachi, C., Tai, J., & Dawson, P. (2017). A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2017.1405913
Baker, K. (2016). Peer review as a strategy for improving students writing process. Active Learning in Higher Education, 17. https://doi.org/10.1177/1469787416654794
Bai, L. (2013). The Feasibility and Effectiveness of Peer Feedback Model in Basic English Writing. Journal of PLA College of Foreign Languages, 36(01), 51-56+127-128.
Cao, L. (2019). A Comparative Study of Peer Feedback and Teacher Feedback in College English Writing. Modernization of Education, 6(12), 60-61+67. https://doi.org/10.16541/j.cnki.2095-8420.2019.12.022
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20, 328-338. https://doi.org/10.1016/j.learninstruc.2009.08.006
Deiglmayr, A. (2017). Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue. European Journal of Psychology of Education, 1-13. https://doi.org/10.1007/s10212-017-0355-8
Ghahari, S., & Sedaghat, M. (2018). Optimal feedback structure and interactional pattern in formative peer practices: Students' beliefs. System, 74, 9-20. https://doi.org/10.1016/j.system.2018.02.003
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69. https://doi.org/10.1016/j.system.2017.07.003
Hu, G., & Lam, S. (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38, 371-394. https://doi.org/10.1007/s11251-008-9086-1
Hu, G. (2012). Peer review and Chinese EFL/ESL student writers. English Australia Journal, 27, 3-16.
Ji, P. (2018). A Study of Peer Feedback in Senior High School English Writing Class [Master, Nanjing Normal University].
Levi Altstaedter, L. (2016). Investigating the impact of peer feedback in foreign language writing. Innovation in Language Learning and Teaching, 1-15. https://doi.org/10.1080/17501229.2015.1115052
Liu, X., Ji, X., & Yu, J. (2017). Promoting Learning Through Assessment——an Effective Peer Feedback Model of College English Writing and its Effect on Promoting Learning. The Study of Contemporary Foreign Languages(05), 9-15+109.
Patchan, M., & Schunn, C. (2016). Understanding the benefits of receiving peer feedback: A case of matching ability in peer-review. Journal of Writing Research, 8, 227-265. https://doi.org/10.17239/jowr-2016.08.02.03
Qiu, Y., & Ma, G. (2017). A Review of Peer Feedback in Second Language Writing. Journal of Southwest Jiaotong University (Social Science Edition), 18(04), 52-58.
Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17, 67-89. https://doi.org/10.1177/1362168812459151
Schunn, C., Godley, A., & Demartino, S. (2016). The Reliability and Validity of Peer Review of Writing in High School AP English Classes. Journal of Adolescent & Adult Literacy, 60. https://doi.org/10.1002/jaal.525
Tsivitanidou, O., Constantinou, C., Labudde, P., Ro?nnebeck, S., & Ropohl, M. (2017). Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. European Journal of Psychology of Education, 1-23. https://doi.org/10.1007/s10212-017-0341-1
Tsui, A., & Ng, M. (2010). Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing. Journal of Teacher Education, 61, 364-375. https://doi.org/10.1177/0022487110364855
Wang, R. (2022). A Study on the Application of Peer Feedback in Improving Senior High School Students' English Writing [Master Thesis, Harbin Normal University].
Yifen, Z. (2017). A Comparative Study of Peer Feedback and Teacher Feedback in English Writing. Foreign Language Teaching in Shandong Province, 38(03), 52-61. https://doi.org/10.16482/j.sdwy37-1026.2017-03-006
Yao, X., & Wan, J. (2012). A Study on the Feedback of Multiple Assessment of College English Writing. Foreign Language Studies(02), 63-66. https://doi.org/10.13978/j.cnki.wyyj.2012.02.020
Yu, S., & Lee, I. (2016a). Exploring Chinese students' strategy use in a cooperative peer feedback writing group. System, 58, 1-11. https://doi.org/10.1016/j.system.2016.02.005
Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15, 3-17. https://doi.org/10.1016/j.asw.2010.01.002
Zhao, H. (2018). Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education, 1-13. https://doi.org/10.1080/02602938.2018.1434610
Zeng, Y., & Liang, Y. (2017). An Empirical Study of the Effects of Peer Review on College Students' English Writing. Foreign Language Studies, 34(04),53-57. https://doi.org/10.13978/j.cnki.wyyj.2017.04.011
Zhou, Y. (2013). A Comparative Study of Feedback Patterns in College English Writing. The foreign language community(03), 87-96.
Bo, Z., Razali, A. B., & Ismail, L. (2024). The Effect of Teacher-Guided Peer Feedback on English Writing Performance of Chinese EFL High School Students. International Journal of Academic Research in Progressive Education and Development, 13(4), 185–197.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode