英语论文网

combined with peer feedback (Zhang & Lin, 2020). With the deepening of research, more and more foreign scholars point out that peer feedback is helpful to students’ language learning and has a positive effect on students of different language levels. 

CHAPTER THREE RESEARCH METHODOLOGY ...................... 21

3.1 Research Questions .................................... 21

3.2 Research Subjects .................................... 21

3.3 Research Instruments ............................. 21

CHAPTER FOUR RESULTS AND DISCUSSION............................. 70

4.1 The Effects of the “i+1” Peer Feedback Mode on Students’ Writing Ability . 70

4.1.1 Quantitative Results of Its Effects ............................. 70

4.1.2 Qualitative Results of Its Effects .............................. 81

4.1.3 Summary ..................... 85

CHAPTER FIVE CONCLUSION .......................... 97

5.1 Major Findings of the Research ....................... 97

5.2 Pedagogical Implications .............................. 98

5.3 Limitations and Suggestions for Future Research ....................... 100

CHAPTER FOUR RESULTS AND DISCUSSION

4.1.1 Quantitative Results of Its Effects

4.1.1.1 Results of the Writing Tests

Students’ writing scores are one of the most visual means of measuring their writing performance. As we can see from the graph below, the difference between the students’ two writing scores is normally distributed, so a paired samples T-test can be conducted.  

And to demonstrate the effectiveness of the “i+1” peer feedback model, the researcher collected the pre-test and post-test writing scores of the students in the experimental class and then compared the data using SPSS 26.0. The results are presented below.

CHAPTER FIVE CONCLUSION

5.1 Major Findings of the Research

First, according to the changes in students’ pre-test and post-test writing scores, it can be found that after the implementation of the “i+1” peer feedback mode, the experimental students’ English writing improved significantly, and the improvement is most obvious for the middle level students.

In addition to the effect on students’ writing scores, the specific activities in the “i+1” peer feedback mode also had different effects on the content, structure, and language of students’ compositions. Specifically speaking, based on the results of the post-questionnaire, firstly, reading peers’ essays had the greatest impact on the content of students’ essays and the least impact on structure. Also, the aspects that affect students’ writing at different writing levels are different; in addition, the data showed that it had the greatest impact on the content and structure of low-level students’ essays compared to other level students. Secondly, discussing and evaluating peers’ compositions had the greatest impact on the language and the least impact on the structure of students’ compositions. Also, the aspects of its influence on students’ writing of different writing levels differ. And the data showed that it had the gr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。