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titative data with thequalitative data.At the same time, in order to investigate the promotion function of peer-feedbackto students’ writing level, the author use the SPSS 13.0 to analyze the scores ofpre-test and post-test. Therefore, the discussion will be made on the basis of theresults.

4.1 Improving students’ writing interest by trained grouppeer-feedback

This section mainly talks the results about whether Students’ English writinginterest improved with the application of optimized group peer-feedback, whichanswers the first research question of this study.In this part, students’ attitude towards English writing teaching will be analyzed.Therefore, a discussion on the effects of peer-feedback writing teaching on improvingstudents’ interest will be conducted in this part based on the results of thequestionnaires and interviews in this writing teaching experiment.At the end of this experiment, in order to further understand students’ opinionstowards peer-feedback, the author randomly chose 20 students from the experimentalclass to conduct the interviews. The results are as follows:For the first question, the twenty students showed their different opinions aboutthe peer-feedback activities of writing teaching in this semester. 95% of the studentslike the way of peer-feedback, and they think that it is beneficial to their writing.About 5% students still can not accept the way of peer-feedback.About the second question, all the students think that peer-feedback is effective.In their opinion, the peer-feedback activities can enhance their readers’ consciousness,reduce writing anxiety, make up for deficiencies in their compositions, and promotethe quality of text.As for the third question, half of the students said that their attitude towardspeer-feedback has changed. At the beginning, they didn’t know about thepeer-feedback and doubted the way and effects of peer-feedback. But after thetraining, the know about the concept, the way, and the benefits of peer-feedback.Slowly, they accept peer-feedback and like the way in writing finally.

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Conclusions

In the last part of this thesis, discussions will be focused on the major findings,implications, limitations as well as the suggestions for further study.So far from now, the study has investigated the current situation of writingteaching and learning in senior high schools. At the same time, it also tested whetherpeer-feedback writing teaching is effective in improving students’ writing competenceand the influence of peer-feedback writing teaching on students’ attitude towardwriting learning and teaching. The major findings are summarized as follows.The first finding of the this research is about the high school students’ attitudetowards peer-feedback. That is, most high school students hold positive attitudestowards peer-feedback. Students’ English writing interest improved with theapplication of optimized group peer-feedback. Compared with the traditionalproduct-oriented teacher feedback, in peer-feedback activities, students cancommunicate with each other, and it is helpful to adopt feedback and modify correctly.Reading partners’ compositions can enrich their writing contents, learn some goodexpression methods, and avoid making similar mistakes.The second finding of the this research is about the effects of the optimizedpeer-feedback to high school students’ writing competence. It shows that train