在以往的研究中，研究者针对同伴反馈在英语写作教学中的运用开展了大量的研究， 其对提升二语学习者写作表现具有积极影响。在教学中，写作同伴反馈符合我国《普通 高中英语课程标准(2017 年版 2020 年修订)》提倡的学习方式，即合作学习和自主学习， 也可作为学习评价的环节之一。在写作同伴反馈的实施过程中，学习者的英语水平会影 响同伴反馈的使用效果，从而对学习者的写作表现产生影响，研究者需要探究同伴反馈 对不同英语水平学习者写作表现的影响是否存在差异。然而，目前针对中国高中生开展 的该类研究还较为欠缺。

因此，本研究以昆明市某高中高二年级的 50 名高中生作为研究对象，将其划分为高 英语水平组和低英语水平组，实施 11 周的英语写作同伴反馈，通过写作量化指标分析、 质性文本分析和半结构化访谈的方法探究同伴反馈对不同英语水平高中生写作准确性、 流利性、复杂性的影响。

本研究发现:(1)无论是经过单次还是多轮的同伴反馈，两个水平组的高中生在写 作准确性上都有了显著的提升，且同伴反馈对低水平组写作准确性的提升效果更好，有 助于高中生减少写作错误，尤其是句子结构错误。(2)在写作流利性方面，虽然单次的 同伴反馈对不同英语水平高中生写作的流利性没有显著影响，但通过实施多轮同伴反馈 后，两个水平组高中生写作的流利性都有所提升，且高水平组的提升更明显。(3)在写 作复杂性方面，单次的同伴反馈对两个水平组高中生句法复杂性和词汇复杂性的变化没 有显著影响，不过多轮同伴反馈提升了不同英语水平高中生写作的词汇复杂性，尤其是 低英语水平高中生的词汇复杂性。

研究表明，同伴反馈在英语写作教学中对于不同英语水平的高中生写作表现有积极 影响，但有所差异，需要教师在英语写作教学中根据高中生的不同英语水平调整教学策 略，从而保障同伴反馈在英语写作教学中发挥更好的作用。

The use of peer feedback in English writing instruction has been explored in previous studies, and it has been demonstrated to positively impact learners’ writing performance. Meanwhile, peer feedback in English writing instruction aligns with the learning methods suggested in the General Senior High School Curriculum Standards (2017 Edition Revised in 2020), namely cooperative learning, and autonomous learning. It can also be adopted as part of learning assessment. Learners’ English proficiency is one factor that impacts the effectiveness of peer feedback in English writing instruction and thus learners’ writing performance. It is meaningful to explore whether there are differences between the effects of peer feedback on learners’ writing performance of different English proficiency levels. However, there is a lack of studies on Chinese senior high school students.

Therefore, this study was conducted among 50 11th-grade senior high school students in a senior high school in Kunming, who were divided into high- and low- proficiency groups respectively. The study lasted for 11 weeks to explore the effects of peer feedback on the writing accuracy, fluency, and complexity of senior high school students of different English proficiency levels through the analysis of writing performance indexes, the qualitative text analysis, and the semi-structured interview.

The research findings are as follows. First, after a single round and multiple rounds of peer feedback, senior high school students in both levels show significant improvement in writing accuracy, and peer feedback is more effective in improving the writing accuracy of the low-proficiency group. Peer feedback helps senior high school students reduce writing errors, especially sentence structure errors. Second, in terms of writing fluency, although a single round of peer feedback has no significant effect on the writing fluency of senior high school students of different English proficiency levels, implementing multiple rounds of peer feedback is beneficial to improving the writing fluency of both levels. And a more obvious improvement in writing fluency is seen in the high-proficiency group. Third, a single round of peer feedback has no significant effect on the improvement in syntactic complexity and lexical complexity of both levels. However, multiple rounds of peer feedback help improve both levels’ lexical complexity, especially for the low-proficiency level.

The findings suggest that peer feedback has a positive effect on the writing performance of senior high school students of different English proficiency levels. Nevertheless, as there are inconsistencies between the effects on students of different English proficiency levels, teachers should make adjustments according to the need of students of different English proficiency levels. It will be helpful to ensure peer feedback playing a better role in English writing instruction.