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摘要：本文是一篇英语教学法论文，本研究在Schunn的“最近说服能力区”理论的指导下，试图探讨以下研究问题：1 )低水平学习者怎样通过吸收来自高水平学习者的反馈对自己的写作进行修改? 修改结果是什么？ 2 )高水平学习者怎样通过吸收来自低水平学习者的反馈对自己的写作进行修改? 修改结果是什么？ 3 ) 来自不同水平同伴的重叠反馈对修改结果有何贡献?

were used as the basis for discussing the feedback process and its influencing factors in individual interviews. The differences in language ability and perceived relative proficiency of peers seem to be important factors affecting this process. The study found that the language proficiency of peers participating in peer review activities did affect the amount and type of feedback. Wu (2019) examines the relation between English proficiency and peer feedback performance by adopting a mixed-methods design. The study compares the feedback amount, type and quality between lower and higher English proficiency students.

Chapter Three Theoretical Framework ............................. 16

3.1The Zone of Proximal Development ................................... 16

3.2 The Persuasive Zone of Competence ....................... 17

Chapter Four Research Design ................................ 21

4.1 Research Questions ..................................... 21

4.2 Context and Participants .............................. 21

4.3 Data collection ............................. 22

Chapter Five Results and Discussion .................................. 27

5.1 The Effects of Peer Feedback on Lower Proficiency Students’ Overall Writing ............. 27

5.1.1 Effects of Peer Feedback on Lower-proficiency Learner Kenny’s Overall Writing............................. 27

5.1.2 Effects of Peer Feedback on Lower-proficiency Learner Lucy’s Overall Writing............31

Chapter Five Results and Discussion

5.1 The Effects of Peer Feedback on Lower Proficiency Students’ Overall Writing

How and to what extent did the two lower proficiency learners (Kenny and Lucy) in the class benefit from the peer comments they received? Kenny and Lucy are two lower proficiency learners according to the timed-limited writing scores and their daily classroom performance. In general, both Kenny and Lucy revised their writing according to peer feedback. However, Kenny’s revision outcome was not showing decent quality although he had received many effective comments. Lucy revised her language skills dimension of writing performance effectively. Their diverse revision outcome was closely related to their attitudes towards writing, learning and self-cognition according to their reflection journals. In the following part, how Kenny and Lucy were influenced by peer comments in each writing task will be introduced in detail one by one.

5.1.1 Effects of Peer Feedback on Lower-proficiency Learner Kenny’s Overall Writing

Kenny received effective feedback in both high and low issues, also known as content and languge skill issues, but his uptake of those feedback was showing insufficient improvement and the corresponding revisions indicating unsatisfacotry progress to his writing performance. Kenny received a total of 47 effective peer comments, of which 31 were at the language level, followed by 10 at the support level, 5 at the unity level, and 1 at the coherence level. His adoption of these feedbacks is only 35 %. At first, it was difficult for Kenny to find appropriate examples to make the article本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。