近些年来，同伴反馈逐渐被越来越多的教师应用在高中英语写作教学中，也有许多相关研究。但是，关于学生对同伴反馈的态度以及同伴反馈对学生写作的影响的相关研究数量较少，教师对此也不甚了解。因此，为了深入探究学生对同伴反馈的态度和同伴反馈对学生英语写作的影响，研究者在北京师范大学第二附属中学高二两个平行班级中进行了为期八周的实验研究。 实验过程中，实验班级的同学们参加同伴反馈，而控制班级则直接得到教师反馈。本研究尝试回答三个研究问题：1.高中阶段学生对实施同伴互评持有何种态度？2.同伴反馈能够提高学生的英语写作能力吗？3.同伴反馈对学生的英语写作学习产生哪些影响？为了回答所提出的研究问题，本研究采用前测、后测、问卷和访谈等为主要工具收集了定性数据和质性数据，并进行了量化和质性数据分析。 通过分析数据发现： 第一，大多数高中阶段的学生对于同伴反馈持有支持和积极的态度。学生们能积极参与同伴反馈活动，愿意阅读和评价同学的作文，积极与同伴进行讨论，也能虚心接受同伴提出的评价和建议。2. 大多数学生经过八周时间的同伴反馈活动，英语作文分数有了提高，英语写作能力有所提升。3. 大多数学生认为，同伴反馈的过程能够帮助自己明确写作主题、扩展写作内容、改善文章结构、减少语法和拼写错误、准确使用词汇等。此外，同伴反馈的过程中，学生的参与度有所提高，学生有更多的自主权修改作文，学生对写作的兴趣有所提升；同时，通过阅读他人作文，学生能够从读者视角重新审视作文；最后，由于能够得到同伴的帮助，学生写作焦虑得到很大缓解。研究的最后为高中英语教师如何运用同伴互助开展写作教学提供了启示，也为未来关相关研究提供了建议。

In recent years, peer feedback is becoming a frequent classroom practice in the teaching of English writing, and it has been studied by many researchers. However, studies regarding students’ attitudes and the effects of peer feedback have not done much, and few teachers know clearly about them. Therefore, in order to find out students’ attitudes towards peer feedback and the specific effects of peer feedback on senior high school students, an eight-week experimental study was carried out in two parallel classes in the Second Affiliated High School of Beijing Normal University. In this experiment, students in experimental class took part in peer feedback activities, while those in controlled class still received teacher feedback directly. This experimental study tried to answer three questions: 1) what are senior high students’ attitudes towards the use of peer feedback regarding English writing? 2) Can peer feedback improve senior high school students’ writing ability? 3) What effects does peer feedback have in English writing? In order to find out answers, this study adopted tests, questionnaire survey and interview as main instruments to collect quantitative and qualitative data. Data analysis revealed that most of senior high school students held positive attitudes towards peer feedback. Most of students were willing to participate in peer feedback activities, read and evaluate others’ compositions and accept others’ suggestions modestly. Besides, it was found that students in experimental class got higher scores in post-tests after eight weeks, which showed that they improved significantly in their English writing ability with the help of peer feedback. In addition, peer feedback helped students clarify writing themes, broaden contents, adjust structures, check grammar and spelling, make compositions coherent and cohesive etc. This study also concluded that peer feedback exerted psycological impacts on high school students, such as stimulating students’ interests and motivation to practice writing, decreasing their writing anxiety, developing their senses of audience and so on. This study also presented some implications for senior high school teachers to apply peer feedback in the teaching of English writing and offered some suggestions for further research.