舆论摘要：同窗反应形式在华夏英语写稿熏陶中的可行性及功效商量

The Peer Feedback Mode: An Exploration of Its Feasibility and Effectiveness in the Teaching of English Writing to Chinese StudentsGao JuanAbstract: The process-focused writing approach has been widely discussed and feedback to students’ writing is attracting academic concerns in second or foreign language teaching and research. Feedback is mainly related to two types: teacher feedback and peer feedback. Considerable studies show that teacher feedback does help students to improve their writings, while the effectiveness of peer feedback has been one of the most contested issues. A review of the related literature shows that some researchers advocate implementing the peer feedback mode in L2 classes, while others highlight the disadvantages or constraints of using peer feedback with L2 students. Whatever the results are, most of the studies on peer feedback have been conducted in English as a Second Language (ESL) settings and there has been little documented research in English as a Foreign Language (EFL) settings including China. Therefore, the project in this thesis focuses on EFL context, aims at exploring the extent to which the Chinese EFL learners receive and incorporate peer feedback into writing and the extent to which they benefit from the practice of peer feedback, and revealing the students’ attitudes toward peer feedback. More specifically, the study aims to answer the following four questions:1. Whether or not can students be trained to give their peers constructive comments on their writings? 2. Are Chinese students able to modify their writings based on their peers’ comments? 3. How does peer feedback affect the writing quality of Chinese ESL learners after the peer feedback training? 4. What is the students’ attitude towards peer feedback?The participants were 56 English-major sophomores. During the more than three months’ instructional intervention, the author trained them to take peer feedback activities firstly, and then organized them to practice in their writing tasks. Four research instruments included the questionnaire of the attitude towards feedback, the first writing assignment (finished in the training period), the fourth writing assignment (finished in the application period), and the interviews were used to collect data necessary for the study. At last, the data collected in this empirical study was then carefully analyzed by using SPSS 15.0 from both the qualitative and quantitative perspectives. According to the analysis, the following results were presented: (1) After proper training, students of English major in China can be organized to use peer feedback in their writing classroom, and they are capable of providing valid feedback for their partners’ writing, and they can incorporate some of peers’ comments into their revisions. (2) Through the activity of peer feedback, students began to pay more attention to the content and organization of writing than before. Meanwhile, their writing scores on content or organization are increased as well. (3) As indicated in the comparison of the two questionnaires, more and more students favor peer feedback and support the incorporation of peer feedback into their EFL writing classroom. The potential benefits of incorporating peer feedback into Chinese EFL writing course can be summarized as: encouraging collaboration and autonomy in learning, raising awareness of strengths and weaknesses, exercising critical thinking, providing additional language practice, building confidence, consolidating knowledge and developing communicative strategies. (4) Although students more favor peer feedback than before, they still think teacher feedback is important for them. Therefore, peer feedback is not a substitute for teacher feedback. It should be seen as a necessary complementary source of feedback in the teaching of EFL writing.From the results, it can be inferred that “peer feedback” is feasible in writing teaching of College English. The author suggested that the practice of peer feedback should be strongly advocated and widely enforced in the context of Chinese EFL teaching. Meanwhile, the author also suggested that peer feedback should be combined with teacher feedback scientifically in writing teaching.  Key words: writing process, English writing teaching, peer feedback, attitude