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> Chapter Four  Results and Discussion............42 
4.1 Result and Discussion of Research Question One ..........42
4.2 Result and Discussion of Research Question Two..........49 
4.3 Result and Discussion of Research Question Three ....... 58
4.3.1 Analysis of the stimulated recall interview............ 58 
4.3.2 Analysis of the mechanism of guided peer feedback ...... 61 
4.4 Result and Discussion of Research Question Four......... 63
4.5 Summary........ 67 
Chapter Five   Conclusion ............ 69 
5.1 Main Findings......... 69 
5.2 Pedagogical Implications .......... 70 
5.3 Limitations of the Present Study and Suggestions for Future Research ..... 72 

Chapter Four Results and Discussion 

This chapter aims to answer the four research questions proposed in the previous content and includes 5 parts. Section 4.1 deals with the result and discussion of the first research  question  by  comparing  students’  performance  in  the  pre-test  and  post-test, analyzing  students’  responses  in  interviews  as  well  as  questionnaires.  Section  4.2 specially answers in what aspects students got improved in writing proficiency. Section 4.3 tries to investigate how the activity of guided peer feedback makes positive impacts on  students’  writing  or  the  mechanism  of  peer  feedback,  with  a  deep  exploration  of interviews.  Section  4.4  concerns  students’  attitude  toward  peer  feedback,  mainly  by comparing it with teacher feedback. The last section is going to make a summary. 

4.1 Result and Discussion of Research Question One

There is an affirmative answer to the research question one: guided peer feedback does  benefit  students  in  English  writing  proficiency  improvement,  which  can  be supported in three aspects:  Firstly, having compared the mean scores of pre-test and post-test in intervention group and control group, it was reported that students in both groups made a progress. However,  students  in  IG,  who  received  the  teaching  intervention  with  guided  peer feedback, got improved by 1.75 while students in CG, who received teacher feedback in a traditional way, only increased by 0.5. Besides, students who were relatively poor at writing  improved better in guided peer feedback  while students of higher  level  made less progress.  Secondly,  there  were  items  in  the  questionnaire  (Appendix  C)  concerning  the effectiveness  of  guided  peer  feedback,  especially  the  Item  24,  which  demonstrates students’ agreement on that peer feedback promotes their writing ability.  

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Conclusion 

This chapter consists of three sections. The researcher  firstly does a summary of the main findings of this study and then presents the pedagogical implications. Finally, the  limitations 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。