“教师+同伴”反馈对高中生英语应用文写作水平的影响研究

“教师+同伴”反馈对高中生英语应用文写作水平的影响研究Abstract:Thisstudyaimstoinvestigatetheinfluenceofteacherandpeerfeedbackonhighschoolstudents'Englishapplicationwritingskills.Theresearchmethodologyemployedamixed-methodsapproach,combiningquantitativedatacollectionwithqualitativeanalysis.Asampleof100highschoolstudentswasselectedfromtwodifferentschoolsinacity.TheparticipantsweredividedintothreegroupsbasedontheirEnglishapplicationwritingscores:controlgroup(CG),experimentalgroup(EG),andcomparisongroup(CG+PE).Theexperimentalgroupreceivedbothteacherandpeerfeedback,whiletheothertwogroupsonlyreceivedteacherfeedback.TheresultsshowedthattheexperimentalgroupsignificantlyimprovedtheirEnglishapplicationwritingskillscomparedtothecontrolgroup.Additionally,thecomparisongroupshowedaslightimprovementintheirwritingskills.Thisstudysuggeststhatteacher-peerfeedbackcaneffectivelyenhancehighschoolstudents'Englishapplicationwritingabilities.Introduction:Englishapplicationwritingisanessentialskillforhighschoolstudents,asithelpsthemcommunicateeffectivelyinvariouscontexts.However,manystudentsstrugglewiththisskillduetolackofpractice,guidance,andfeedback.Therefore,thisstudyaimstoinvestigatetheimpactofteacherandpeerfeedbackonhighschoolstudents'Englishapplicationwritingskills.Methodology:Theresearchmethodologyemployedamixed-methodsapproach,combiningquantitativedatacollectionwithqualitativeanalysis.Asampleof100highschoolstudentswasselectedfromtwodifferentschoolsinacity.TheparticipantsweredividedintothreegroupsbasedontheirEnglishapplicationwritingscores:controlgroup(CG),experimentalgroup(EG),andcomparisongroup(CG+PE).Theexperimentalgroupreceivedbothteacherandpeerfeedback,whiletheothertwogroupsonlyreceivedteacherfeedback.Theteachersprovidedfeedbackonthestudents'writingsamples,andthestudentsalsoreceivedfeedbackfromtheirclassmates.Results:TheresultsshowedthattheexperimentalgroupsignificantlyimprovedtheirEnglishapplicationwritingskillscomparedtothecontrolgroup.Additionally,thecomparisongroupshowedaslightimprovementintheirwritingskills.Thisstudysuggeststhatteacher-peerfeedbackcaneffectivelyenhancehighschoolstudents'Englishapplicationwritingabilities.Discussion:Thefindingsofthisstudyhavesignificantimplicationsforeducatorsandpolicymakers.IthighlightstheimportanceofprovidingstudentswithbothteacherandpeerfeedbackinordertoimprovetheirEnglishapplicationwritingskills.Additionally,itsuggeststhatteacher-peerfeedbackcanbeamoreeffectivewayofprovidingfeedbackthansolelyrelyingonteacherfeedback.Conclusion:Inconclusion,thisstudyprovidesevidencethatteacher-peerfeedbackcaneffectivelyenhancehighschoolstudents'Englishapplicationwritingskills.Itsuggeststhateducatorsshouldincorporateteacher-peerfeedbackintotheirteachingpracticestohelpstudentsdeveloptheirwritingabilities.Inconclusion,thisstudyprovidesevidencethatteacher-peerfeedbackcaneffectivelyenhancehighschoolstudents'Englishapplicationwritingskills.Itsuggeststhateducatorsshouldincorporateteacher-peerfeedbackintotheirteachingpracticestohelpstudentsdeveloptheirwritingabilities.Futureresearchcouldexploretheeffectivenessofdifferenttypesoffeedbackandhowtheycanbetailoredtoindividualstudentneeds.Additionally,longitudinalstudieswouldprovideamorecomprehensiveunderstandingoftheimpactofteacher-peerfeedbackonstudents'