| Although a large number of studies in the field of second language teaching have focused on the positive effects of peer feedback activities and applied them to writing teaching,few studies have introduced peer feedback into the field of international Chinese language education,and few studies on peer feedback in Chinese writing teaching have been conducted from the perspective of individual Chinese learners’ peer feedback beliefs and the interaction between learners’ beliefs and their writing levels.In view of this,this study observes the characteristics and changes of advanced Chinese learners’ beliefs about peer feedback after a semester-long experiment of peer feedback teaching,explores the effects of peer feedback on Chinese writing teaching,and finally explores the effects of changes in peer feedback beliefs on students’ Chinese writing proficiency.In order to achieve the above research objectives,this study adopted a combination of quantitative and qualitative research methods.80 students from two parallel Chinese classes in the School of International Education of Zhejiang University were selected as the research subjects,and the data related to Chinese learners’ composition scripts,peer feedback contents,students’ assignment scores and questionnaires and interviews were collected and analyzed through questionnaires and semi-structured interviews.After one semester of peer feedback practice,the author came to the following conclusions:(1)learners’ acceptance of peer feedback increased and shifted from negative neutrality to positive support;(2)advanced Chinese learners’ writing level improved significantly and the number of composition errors decreased;and(3)students’ beliefs about peer feedback were positively correlated with students’ writing level.Finally,based on the above findings,the author makes some pedagogical suggestions for introducing peer feedback teaching activities in future Chinese writing classrooms. |
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