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rds, respond to texts as fixed and final products，andrarely make content-specific comments or offer specific strategies for revising thetext." That is the arbitrariness, inconsistency and vagueness of teacher feedback leadto great difficulty for students in writing revision.
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Chapter Three methodology........   22
3.1 Research questions........   22
3.2 Research subjects........   22
3.3 Research instruments..........22
3.3.1 Three writing tasks........ 23
3.3.2 Pre-test and post-test........   23
3.3.3 Questionnaires ........23
3.4 Research procedures........ 24
3.5 Methods of data collection and analysis........ 28
Chapter Four Results and Discussion....................30
4.1 Analysis of the Difference between Peer Response........30
4.1.1 Analysis of Peer Response ........30
4.1.2 Analysis of Teacher Feedback ........33
4.2 Analysis of Peer Response as Supplement to Teacher Feedback........ 37
4.3 Analysis of the Effect of Peer Response and Teacher ........42
4.4 Students' Attitudes towards Peer Response........43
Chapter Five Conclusion........ 48
5.1 Major Findings of the Study ........48
5.2 Implications of the study ........49
5.3 Limitations of Present Study and Suggestions........50

Chapter Four Results and Discussion

4.1 Analysis of the Difference between Peer Response andTeacher Feedback
Teacher feedback has a very important role to play in learners' learning, and thelearners can improve their writing skills and language proficiency with appropriateand effective teacher feedback. In addition to teacher feedback, peer feedback alsocontributes to writing development.Students benefit from reading their peers' writing as they prepare to givefeedback, which suggests that peer feedback may contribute to the development oflearner autonomy.Besides，peer feedback can reduce the writing teachers’ workload in givingfeedback to learners and fit well with the trend of process-oriented approach inwriting. During the first writing task and the second writing task, students were asked togive feedback to their peers' first draft so that they can write the second draft on thebasis of peers' feedback. The feedback sheet includes three parts, namely, languageform, content and discourse, each of which consists of several questions. The result ofthe peer response of the first writing task is shown below.

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Conclusion

Peer feedback, teacher feedback and the relationship between them are importantresearch issues both at home and abroad. In this thesis, feedback is defined asinformation offered by a teacher and peer, with the ways of correction, comments，suggestions or grading to help the writers achieve effective communication throughwriting. Many Chinese and foreign scholars in this field believe that feedback is anessential part of every learning process，which supplies students with the informationon their performance and learning progress. But which kind of feedback is moreeffective for the students, peer feedback or teacher feedba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。