| The present study in the thesis was to test peer feedback's validity as a complementary of teacher feedback in an English writing class where English was taught as a foreign language, the author intended to see whether the combination of peer and teacher feedback helped students to improve their writing ability more greatly than the teacher feedback only.Two groups of English learners with a total of 51 sophomores were involved in the present study whose writing essays were given feedback from different persons. For the experimental group (n=23), students' writings were discussed by peers in the peer response session, and then commented by their teacher after they handed in their revised drafts by following peer feedback; for the control group (n=28), students were taught in the usual way—receiving feedback from their teacher only, following teacher's comment to revise their drafts, doing the repetitive steps in circle till the final finished product.By testing students' attitude toward peer feedback with the help of SPSS, the author got the result that there was no significant difference between the control group and the experimental group (t=0.098, significant at p=0.923). The author used observation method by attending the writing course during the whole term. Dada descriptions of the two questionnaires were followed by students discussion and the comparison of their scores in the final writing exam, which indicated that there was no significant difference between the control group and the experimental group as the result was t=-1.839, significant (2-tailed) at p=0.072, while the author found that the mean of the latter (87.17) is 2.13 higher than the former (85.04). So the author suggested that peer feedback be adapted to the teaching of English writing as a foreign language.
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