英语论文网

er to it; Villamil and Guerrero (1996) referred to “peerrevision”, Connor and Asenavage (1994) referred to “peer response”, Tsui and Ng(2000) referred to “peer feedback”, Richards et al (2000) referred to “peer review”,David R (2003) referred to “peer editing”. Different scholars had their ownpReferences.Broadly speaking, peer review was also called peer feedback, peer response, peerediting, peer revision, peer critiquing, and peer evaluation. These terms were slightlydifferent from each other and every term had their own emphasis. Peer editingfocused on improper tense and grammar or word mistakes. Peer response referred tothe comments the writers received from their peers for the first drafts. Peer critiquingand peer evaluation helped students develop their writing proficiency by revision inthe final drafts. All in all, no matter what term was used, they referred to the samephenomenon: an activity allowing writing teachers to help their students receive morefeedback on their papers as well as give students practice with a range of skillsimportant in the development of language and writing ability, such as meaningfulinteraction with peers, a greater exposure to idea, and new perspectives on the writingprocess (Hansen and Liu, 2005; Mangelsdorf, 1992).
………………

2.2 Development of Research on Peer Peview in EFL/ESL Writing
A substantial amount of researches had been done over the last three decadesinto the application of peer review in L1, ESL and increasingly in EFL writingsettings (e.g. Lockhart and Ng, 1995; Mangelsdorf and Schumberger, 1992).Traditionally, studies on peer review abroad generally fell into three categories (Ferris,2003): students’ attitudes towards peer review, the effects of peer review on students’revision and usually overall writing quality, and training for peer review. In China, itwas not until the end of 1990 that some reports of the practice and empirical researchon peer review activities in monolingual classes began to appear (e.g. Xu, 2000; Denget al, 2003; Fei, 2006; Gao, 2010). Unfortunately, the results on peer review bothabroad and at home had not reached a consensus.
…………

Chapter Three Research Methodology......20
3.1 Research Questions for the Present Study.....20
3.2 Participants.....20
3.3 Instruments.....21
3.3.1 Questionnaire ........21
3.3.2 Semi-structured Interview....21
3.3.3 English Proficiency Test ......22
3.4 Data Collection and Analysis Procedures ......22
Chapter Four Results and Discussions ......24
4.1 Students’ Overall Attitudes towards Peer Review.....24
4.2 Comparison of Perceptions on Peer Review between.......32
Chapter Five Conclusion and Implications....39
5.1 Summary of the Findings in this Study.....39
5.2 Implication of Research for English Teaching in the Future .....40
5.3 Limitations and Suggestions for the Future Research......41

Chapter Four Results and Discussions

4.1 Students’ Overall Attitudes towards Peer Review in EFL Writing
The questionnaire used to investigate students’ overall attitudes towards peerreview of EFL writing are divided into four sections, so the results for each sectionwill be presented one by one. Item 1 to item 13 aimed at examining how students perceived the current Englishwriting situation and c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。