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ing (Vygotsky, 1978). The American HeritageDictionary defines feedback as 'the circulation of a process or system input into a portionof the output'. It meant that the control system sent information out, and then the resultsreturned from the role, and the impact of returned information, played a controlling role.In the field of behaviorism, feedback was defined as 'a series of reporting informationfor any act'. In the teaching of writing, feedback refers to the input information from thereaders, which is the reader's comments and suggestions. In the 70s of last century, theconcept of feedback was introduced into the teaching of English writing. (Rod Ellis,1994) pointed out that feedback refers to the response to the efforts of the learner forcommunication'. In general, the role of feedback is to confirm, correct, and requestclarification.In the process of writing, the function of feedback cannot be ignored. Feedback wasone of the indispensable elements in the process of writing teaching (Keh,1990): thelearners can gained a strong sense of the audience through a large number of articlereaders (Keh,1990). In addition, (Mittan,1989) also expressed the importance of theimportance of feedback, 'learning to use a language requires a specific feedback frompeople, because the language is the object of others'.
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2.2 Research of Peer Feedback
Many scholars at abroad have done lots of empirical and theoretical researches onthe feedback in English writing. Some scholars at abroad have studied the relationshipbetween peer feedback and second language writing. The learners’ attitude towards onpeer feedback and the effect of peer feedback on writing are the two aspects of peerfeedback that most scholars concerned.The impact of peer feedback is a relatively well-researched phenomenon overseas.There exists both praise and criticism about peer feedback. Back to 1981, (Flower, 1981)carries out a survey in Asia in which the feasibility of peer feedback was proved. Peerfeedback provides the chance for students to work together, so it can fit students’ needmost emotionally.(Chaudron, 1984) did his study in California. In this study, he found that peerfeedback could replenish teacher feedback which was busy and overworked. (Keh,1990) made a similar study and he found that the implementation of peer feedback could lighten teacher’s workload and he added that it could make the students regard tthemselves as readers in the process of reading others’ compositions, which wasbeneficial for students to improve their writing. (Bell, 1991) declared the necessity ofbeing “self-directed” and having opportunities for “critical reflection”. Pica stressed theimportance of interaction between L2 Learners. (Arndt, 1993:7) told the three advantagesof peer feedback. Firstly, peer feedback strengthened the sense of cooperation andsupportiveness between the students. Secondly, peer feedback involved students in theprocess of writing and made them start to like writing.
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Chapter 3 Theoretical Foundations.....15
3.1 The Process Approach to Writing............15
3.2 Cooperative Learning Theory.........17
3.3 Vygotsky’s Zone of Proximal Development.....18
Chapter 4 Research Design......... 20
4.1 Research Questions........ 20
4.2 Research Participants.... 20
4.3 Research Instruments.... 20
4.4 Research Procedures......22
4.5 Data Collection..