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oral feedback,written feedback,direct feedback,indirectfeedback,etc.)on students'writing.Research on the influence of teacher feedback,especially written feedback research,mainly discusses the effectiveness of teachers'written error correction and the impact of written feedback on a writing level.Somescholars believe that whether or not teachers give detailed feedback on students'writing can help improve students'writing ability(Chen&Li，2009).Yang's(1996)research also found that different teacher feedback methods have an impact onstudents'writing,but the difference was not significant.However,other scholars had adifferent attitude toward this.Wang and Liu(2012)found that the improvement of theaccuracy,fluency,and complexity of the composition language was closely related to the form of teacher feedback and the way students revise;the improvement ofcomposition content and structure were related to teacher feedback and the practice ofwriting itself.It doesn't matter how you modify it.Yang's(2013)research alsoshowed that although teachers'written feedback was detailed and comprehensive,paying special attention to language problems in students'writing,there is relativelylittle feedback on the overall content and ideas of the articles.

Chapter Three Theoretical Foundation .......................... 28

3.1 Cooperative Learning Theory ......................... 28

3.2 Notice Hypothesis ........................ 29

3.3 Process Writing Theory ................... 30

Chapter Four Research Methodology ......................... 33

4.1 Research Questions .......................... 33

4.2 Research Participants .......................... 33

4.3 Research Instruments ................................. 34

Chapter 5 Results and Discussion ................................ 51

5.1 Effects of Combined Peer-teacher Feedback on Students’ English Writing Motivation ..................... 51

5.1.1 Results and Analysis of Questionnaire .................. 51

5.1.2 Results and Analysis of Interview Based on Research Question 1 ............................ 58

Chapter 5 Results and Discussion

5.1 Effects of Combined Peer-teacher Feedback on Students’EnglishWriting Motivation

5.1.1 Results and Analysis of Questionnaire

5.1.1.1 Comparison between EC and CC in the Pre-test

Table 5-1 shows the descriptive statistics of the English writing motivation levelbetween EC and the CC in the pre-test.The EC contained 52 samples,and the CCcontained 55 samples.According to Table 5-1,the mean scores of intrinsic motivationwere 3.377 and 3.259 in the EC and CC respectively.And the mean scores of extrinsicmotivation were 3.431 and 3.361 in the EC and CC respectively.In terms ofself-efficacy,the mean score in EC and CC were 2.981 and 2.873.And the mean scoreof writing anxiety in EC and CC were 3.49 and 3.376.With regard to the overallEnglish writing motivation,the mean score in EC and CC were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。