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Peer Feedback and Its Effects on EFL Non-English Majors’ Writing

Author: WangJunZuo
Tutor: LinYueWu
School: Jiangxi Normal University
Course: Curriculum and Pedagogy
Keywords: Same level feedback Modify Writing
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 204
Quote: 0
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Abstract


This case study seeks to explore the same level of feedback on the teaching of non-English Professional Writing. This study was designed to explore the attitudes of non-English majors on the same level feedback to reveal whether peer feedback process approach in the teaching of English writing environment affect a student's essay modify their play to the overall quality of student writing . Author through the use of questionnaires, essays, the pretest posttest and personal interviews Tools Jiangxi Institute of Education 25 non-English major freshmen case experimental research, carried out a detailed analysis of the collected data. Analysis, come to the following conclusions: 1, overall, whether it is as a the feedback sender or recipient, the student-to-peer feedback positive attitude. However, learners think to The companions provide feedback change companions the essay essay modify more help than their own reading. 2, if the teachers will provide feedback, interaction between students uncertainty more than half of the students than teachers marking essay questions instead under review essay modify more help, and almost all of the learners prefer to get from classmates and teachers. feedback. 3 students to modify the composition to absorb a large number of peer feedback. The number of acquisition and absorption at the same level feedback, the student attaches great importance to the same level of feedback, and that most of the same level feedback reasonable. Five language learners vocabulary and technical details of the feedback the largest structure of at least basically the same, they absorb feedback. However, learners acquire and absorb feedback or there are small differences that students acquire more vocabulary feedback, feedback thereto contrary, learners absorb more of the technical details modification. 4, learners post-test scores is slightly higher than the pre-test. Not significantly improve the impact of the two-month training at the same level feedback on the students' English proficiency. At the same time, post-test scores of the five languages ??also increased slightly, especially in the technical details of the most improved minimal, while the progress of grammar and vocabulary. The results of this case study of non-English professional teaching of English writing has a certain significance. In the teaching of non-English Professional Writing, teachers should promote the application of the same level feedback. Use the same level of feedback, teachers should be fully prepared, well-organized on the basis of, and to make it fully effective. Furthermore, the students instead of teacher feedback, peer feedback not so, the use of peer feedback and teacher feedback should also be given to promote learners' English writing skills.

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