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nization, few have paid attention to thecriteria the students have used to offer their feedback to their peers; as for the local issues,the form of feedback has lacked examination. (2) In this research, the "one draft withone focus" method, an easy-handling checklist (criteria) and (3) the form of indirectfeedback—-specific marking will be employed to ensure the effects of peer feedback. Thepresent research intends to investigate the feasibility and efficacy of peer feedback inEFL writing instruction by implementing a peer feedback model in the writing course forEnglish majors. Moreover, this thesis is to further study how it supplements teachers'feedback in college writing courses.

 

l.l Peer feedback's role in English writing course
Peer feedback is a useful input in the process of language acquisition. That is, peerfeedback is a kind of input in which readers provide information with regard to writingsproduced by writers. It is the important basis to stimulate the occurrence of languageacquisition. In EFL situations, peer feedback refers to the input from a reader to a writerwith the effect of providing information to the writer for revision. The effects of peerfeedback are further strengthened by Ur (2000) who considers that feedback with twomain distinguishing functions: correction and Assessment. Peer feedback usually refers tothe returning information for a certain study task to improve learners' learning.Peer feedback is an effective way to cultivate EFL writing learners' readerconsciousness, Longman Dictionary of Language Teaching and Applied Linguistics hasstated that feedback refers to comments or other information that learners receivedconcerning their success on learning tasks or tests, either from teacher or other persons.The comments, questions and suggestions a reader makes to a writer will producereader-based prose as opposed to writer-based prose (Flower, 1979).Peer feedback is a valuable tool to raise the students' awareness of both global andlocal errors if guided properly by the teacher. Through peer feedback, the students canlearn where the individual one has misled or confused the reader by not giving enoughinformation, illogical organization, lack of development of ideas, or selection of notclosely related supporting details. Peer feedback promotes self-awareness, and enableslearners to notice the gap between self and peers' perception and stimulate further effortto fill the gap, which in turn can facilitate further learning and enhance self-reflectivethinking. For many EFL writers, how to revise their writing mainly depends on feedbackbecause receiving feedback the writers can notice the occurrence of errors occur and theway to correct them and to enhance self-efficacy and self-regulation (Kluger & DeNisi,1996).Peer feedback is a useful complement to teacher feedback in English as secondlanguage (ESL) context and English as foreign language (EFL) context. There are someweaknesses of teacher feedback. In terms of teacher's written feedback, no matterwhether the writing is the first draft or the final, the students pay most attention togrammar and vocabulary, followed by content, organization, spelling & punctuation. Thevagueness, inconsistency and arbitrariness of teacher feedback cause great difficulty forstudents in revision. Problems such as outright correction of surface errors, inconsistentmethod to mark errors, unclear and vague comment on content have all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。