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Exploration Of The Peer Feedback In The Writing Of Chinese Senior Middle School Students

Posted on:2013-11-02Degree:MasterType:Thesis
Country:ChinaCandidate:Z Y ShiFull Text:PDF
GTID:2247330371475564Subject:Subject teaching
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With the popularity of process writing approach, more and more teachers of EFL shift their attention from writing products to writing process. Peer feedback, as one of the important forms, draws great controversy among researchers and practitioners. Although there are many researchers who think peer feedback has its disadvantages, many empirical studies proved that trained peer feedback had irreplaceable functions.In order to know the real feelings of students during peer feedback, this research investigated what students learned from giving and receiving feedback and what kinds of revisions they made in response to peer feedback through semi-structured interview. Questionnaire and classroom observation were also applied to support the results.The results showed that after training, students’attitudes towards peer feedback changed a lot. They benefited a lot from the process of peer feedback in both writing ability and overall language proficiency. When giving feedback, they could have access to beautiful expressions and also bring-forth new inspirations. Finding peers’ errors could make them reflect on their own mistakes. When receiving feedback, they could realize their strong points and shortcomings and at the same time correct their mistakes. The process can also motivate them to have self-check of their own compositions. In revisions, they could combine what they learned both as giver and receiver and make their own decisions.To conclude, peer feedback has functions that can not be replaced by teacher feedback. It will be a good choice if the two ways are combined together.
Keywords/Search Tags:peer feedback, feedback giver, feedback receiver, revision
PDF Full Text Request
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