An Empirical Study on the Effectiveness of Peer Review in Teaching English Writing in Higher Vocational Colleges

With the increasing demand for personalized and collaborative evaluation in higher vocational English writing teaching, problems such as delayed feedback, insufficient student participation, and lack of revision guidance in traditional writing teaching have gradually become prominent. The existing teaching control and evaluation mechanism is difficult to achieve refined identification and intervention of key links in the writing process (such as vocabulary use, sentence logic, paragraph cohesion, etc.). To this end, this paper introduces a structured peer evaluation teaching strategy to explore its role in improving students' English writing quality and autonomous learning ability. This strategy integrates social cultural theory, cooperative learning theory and self-efficacy theory, and builds a collaborative feedback mechanism based on the "zone of proximal development". The specific implementation includes scientific grouping, application of standardized evaluation rubrics, revision process annotation comparison, and teacher supervision and feedback throughout the process, focusing on multi-dimensional evaluation training of logic, language and content. The experimental results show that peer review significantly promotes the improvement of English writing ability of higher vocational students, and the effects of different peer review tools vary. Group A (using the Peerceptiv intelligent peer review system) and Group B (using the iWrite platform for peer review) performed best, with their average writing scores increased from 64.5 to 73.3 (↑13.6%) and 63.9 to 72.1 (↑12.8%) after seven weeks of teaching intervention, effectively promoting the improvement of their writing cognitive ability and collaborative revision awareness.