A RESEARCH IN CHINA REGARDING SECONDARY SCHOOL STUDENTS' PERCEPTIONS OF LEARNING ENGLISH AS A FOREIGN LANGUAGE.

Abstract

As a worldwide language, English has become firmly established in China's educational system. Yet there are still hindrances that secondary school students must overcome to learn it well as a foreign language. This research reviews the perspectives of Chinese secondary school students on learning English specifically exploring how their perspectives are influenced by peer feedback. The study employed a quantitative approach with stratified sampling to ensure that all schools and student backgrounds were accurately described. A total of 654 accurate replies were gathered from the location. Using SPSS version 25 with ANOVA, the researcher evaluated the data to find important patterns and correlations. The data demonstrate the beneficial effect of peer feedback on English language development. People who took part in group discussions and received peer feedback noticed improvements in their students' writing, vocabulary and confidence. Further, students were more motivated and felt more like a class when they communicated with one another. Additional issues were also uncovered at the same time. Peer feedback was not as successful as it might have been since not everyone participated, people were scared of being criticised and lessons were too focused on passing tests. The study offers a more systematic integration of peer feedback into the curriculum. With a suitable type of support from teachers and structured training, it may help students perform better and feel more confident. Chinese high schools may assist students in performing better in English by promoting collaboration instead of implementing tests as the main way to impart knowledge.