A Study Of The Effects Of Peer Feedback On The Writing Of Chinese Non-English Majors

This empirical study investigates the effects of peer feedback on the EFL writing performance of Chinese non-English majors at different proficiency levels. It aims at exploring the extent to which the Chinese students at different proficiency levels receive and incorporate peer feedback into their writings and their revision focuses on five language aspects—grammar, vocabulary, content, organization, and mechanics. It also reveals the students' different perceptions of peer feedback.In the study, students of two groups were compared: Group 1 was composed of 42 freshmen majoring in materials; Group 2 consisted of 40 sophomores majoring in materials also. Scores of TOEFL test and holistic scores of drafts written by the students indicated that the English proficiencies and writing achievements of students in Group 2 was significantly different from students in Group 1. In the study, students were introduced to the process. approach to writing. Then they were asked to write two drafts of a writing task. Their drafts were collected and analyzed in order to make comparisons on the effects of feedback on the writing of students who are at different language proficiency levels. A questionnaire and semi-structured interview were also employed to gather information on the students' views and insights on the feedback they received over the semester.Textual and questionnaire data from both groups and interviews of 4 individual students were analyzed and revealed the following major findings:(1) In terms of the quantity of feedback received and incorporated, low-proficiency students got the most; in terms of the quality of feedback, high proficiency students did better; as far as five language aspects were concerned, grammar and vocabulary were still the primary concern of all students in giving feedback; content occupied an important place in students' self-revision. Students of high language proficiency could shift their attention more to content and organization during the whole process of peer review activity.(2) All of the students agreed that peer feedback did help them to revise and improve their EFL writing to some extent. Students had positive attitudes towards participating in the peer feedback activity. In terms of the perceptions of students of different language proficiencies, students of low language proficiency hold more positive attitudes towards peer feedback.These findings have implications for the teaching of English writing in China. This thesis suggests that the practice of peer feedback should be strongly advocated and widely enforced in the context of Chinese EFL teaching. It should be seen as a necessary complementary source of feedback in the teaching of EFL writing. In addition, teachers should be flexible when implementing peer feedback in different classes. They should take students' proficiencies into account. Besides, the preliminary peer training must be extended and personalized to take into account the ongoing needs of individual operating within the group.