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A Study on the Effects of Teacher and Peer Feedback in College English Writing

Author: XiangYun
Tutor: ZuoXiaoRong
School: Chongqing University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Teacher feedback Peer Feedback Feedback effect English Writing
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 235
Quote: 0
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Abstract


Writing is an important aspect of English skills. However, the effect of English Writing Teaching in China, but to no avail. Researchers and teachers continue to devote themselves to study and learn from foreign advanced theory. The result of writing method is replaced by the increasingly popular Process Writing, writing feedback is an important part of Process Writing in the current academic research focus. Writing feedback teacher feedback and peer feedback. In the field of second language teaching abroad, there are a lot of feedback about two effectiveness research, but the results vary widely, there are some even contradictory. Domestic research in this area, but only a handful. The authors therefore concluded that it is necessary to conduct empirical research aimed to explore the role of teacher feedback and peer feedback in college English teaching in China. Specifically, the main research the following three questions: (1) students modify the composition how to deal with teacher feedback and peer feedback? (2) feedback to improve the effectiveness of the level of writing? If so, what teacher feedback and peer feedback different role and influence? (3) student teachers feedback and peer feedback held a kind of attitude? view of this, the design of comparative tests and questionnaires to explore these three issues. Study non-English major from Chongqing University sophomore two parallel classes of 85 students. They are in the third semester of college English learning stage, the 85 students in accordance with the natural classes divided into experimental group (EG) and control group (CG). During the experiment, the students of the experimental group peer feedback activities training, and then organize the experimental group and the control group completed three writing task, and the task of writing practice teacher feedback and students feedback. The experimental research tool for the survey, after writing the first draft and feedback revised its feedback form, pre-test and post-test. All data through text analysis and SPSS software package for qualitative and quantitative analysis. The conclusion of the study show that: first, students will modify the composition according to teacher feedback or peer feedback. Second, feedback plays an important role in raising the level of the entries. However, the role and influence of teacher feedback and peer feedback to improve the level of student writing is different. First, higher utilization of teacher feedback and students' writing skills gap is reduced to a greater extent. Second, while the companion feedback in the number of feedback than teachers. However, peer feedback led to more successfully modified and spontaneous changes. Third, students of teacher feedback and peer feedback is positive. Therefore, even if the teacher under the authority of the teaching and learning environment, peer feedback still play a role, it should be with the teachers feedback combine to play a positive role in order to improve students' English writing skills.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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