Quasi-Experiment Study Of Chinese Undergraduates' English Writing On The Basis Of Instructor-and-Peer Feedback

Writing is a crucial way for Chinese undergraduates to learn English.However,at present several factors influence their English writing achievements,including first language writing proficiency,second language proficiency,feedback,affective factors and etc.Among them,feedback has always been the hot topic.It is classified into instructor feedback and peer feedback.As both of them have advantages and disadvantages,researchers suggest combining them and provide instructor-and-peer feedback.Previous experimental research have tested the effectiveness of instructor-and-peer feedback in many teaching environments.However,at present,few researches are carried out to prove that instructor-and-peer feedback helps improve students' writing achievements in non-interfering ordinary teaching environment.Besides,attitude is one of the important affective factors.It has been proven that students' attitude has significant positive correlation with their English achievements.But few researches are conducted to prove the positive relationship between students' attitude towards instructor-and-peer feedback and their English writing achievements.Thus,in order to enrich the research on instructor-and-peer feedback,a quasi-experimental research which lasted a semester was conducted in non-interfering ordinary teaching environment.A total of 171 English majors of Tianjin University of Science and Technology participated in the quasi-experiment.There were 80 students in the experimental group and 91 students in the control group.With the same teaching syllabus,instructor of each group organized their writing teaching activities respectively.Before the experiment,pretest scores were examined so as to ensure that two group students' English writing proficiency were at the same level.During the experiment,instructor-and-peer feedback were provided to experimental group and control group received instructor feedback.After the experiment,post-test scores of two group students were collected and 8 experimental group students were randomly interviewed.Meanwhile,questionnaires were distributed to all the experimental group students.Finally,with the help of SPSS 19.0,Paired Sample T Test,descriptive statistics and Pearson correlation analysis were adopted to analyze the data from post-test scores and questionnaires.Meanwhile,categorization method was utilized to deal with interview data.The analysis results from post-test scores and interviews indicated that instructor-and-peer feedback helped improve students' writing achievements.And the analysis results from questionnaires as well as post-test scores showed that although English majors held positive attitude towards instructor-and-peer feedback,there was no positive relationship between their attitude towards instructor-and-peer feedback and writing achievements.The reason may be that students' writing achievements were influenced by their first language writing proficiency,second language proficiency,writing task type,writing strategy,handwriting and self-efficacy and etc.On the basis of these research results,practical suggestions are provided so as to promote the improvement of students' writing achievements.