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Chapter One Introduction 

1.1 Background of the Study 
English  writing,  as  one of  the  four  basic  and  required  skills,  which  additionally include listening, speaking, reading, is assuming a large part and an important role in effective language acquisition; on the one hand it is closely related to the development of the three skills, on the other hand, writing is a good display of learners’ abilities in wording,  grammar  system,  logical  thinking,  and  expression  and  so  on.  As  a  result, writing  comes to be one of the measurements of English learning and a reflection of comprehensive language competence.  Realizing that writing is of great importance for EFL students, a large number of researches  have  been  conducted,  concerning  the  discussions  about  how  to  improve students’ writing skills, among which the research on teaching approaches has become and  remains  to  be the  hot  spot.  Several  teaching  approaches  have  been  put  forward, including  the  product-oriented  writing,  which  is  based  on  behaviorism  and  views writing  as  stimulus  and  response.  When  teachers  give  students  topic  and  models, students get the stimulus and imitate, as the response. Then students practice writings about  different  topics  again  and  again  and  get  reinforced  (Jia  Aiwu,  1998).  As  the product-oriented  writing  approach  gets  doubted  and  criticized,  the  study  of  writing teaching has transferred from assessing students’ compositions to exploring the writing process in the 1970s (Wang Bing, 2013). Thus, process-oriented approach comes to rise. Since  this  process  approach  has  been  introduced  into  teaching  writing,  it  has  drawn much attention.  Process  approach  mainly  states  that  writing  should  not  be  a  straight  flow  but  a complicated process in which there are many cyclic stages, such as writing and revising. To improve or revise the writing,  writers may  need to  communicate with teachers or other  students,  for  listening  to  their  opinions,  comments  or  suggestions.  As  a  result, feedback, as an essential part in process approach, has become a significant issue in the field of English education research.  
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1.2 Significance and Purpose of the Study 
The study on peer feedback in this thesis is meaningful. Detailed explanation will be presented as follows in terms of its practical significance, theoretical importance as well as the researcher’s confusion in writing teaching.  Peer  feedback  not  only  increases  the  interaction  and  makes  the  writing  class student-centered  (Byrd,  2004)  but  also  generates  many  other  pos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。