| The study tries to explore the effects of peer feedback on both feedback receivers and feedback givers in terms of EFL writing.At present,the traditional way of English teaching,especially in the aspect of teaching English writing,has been prevailing.With the popularity of the process writing approach,EFL teachers in China pay more and more attention to the writing process,rather than the writing product.Researchers hold different or even opposite views towards peer feedback,yet,many empirical studies prove that peer feedback with necessary training does make a big difference in learners' writing ability.On the basis of Learner-centered Theory,Constructivism and Process writing Theory,this research aims at three questions: 1)What's the students' attitude towards peer feedback? 2)What's the effect of the peer feedback on the feedback givers' English writing ability? 3)What's the effect of the peer feedback on the feedback receivers' English writing ability? 104 students(from two classes)in a senior high school in Shaoyang were recruited for the study.The results show that students' attitude on peer feedback has changed from suspicion to firmly believing in its positive effect on their English writing.Peer feedback has improved students' writing a lot instructure,grammar,vocabulary and so on.When giving feedback,they could learn other classmates' good expressions,their skillful use of the language and also help themselves come out with new inspirations.What's more,when students try to find out others' mistakes,they could reflect on their own ones and figure out a solution.Before receiving feedback,they will do the writing job more carefully because of the change of the reviewers.In addition,they will correct their compositions based on detailed revising advice.This suggests that teachers should pay more attention to peer feedback training,as learners will benefit a lot from it.The study is limited in terms of the insufficient number of research subjects,and an imperfect research design. |
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