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ifferent and conflicting. Moreover, researches on the effects of self-assessmentand peer feedback in the teaching of college English writing from the perspectiveof constructivism are very rare in the Chinese context. Witii the inspiration ofbeing a college English teacher and a course assistant for a teacher of Englishmodular class of writing in SWUFE for two years，therefore, this research isdesigned to explore the following questions.
1) How do peer feedback and assessment influence students' writingproficiency in tibds research?
2) Are peer feedback and self-assessment helpful in revising students'writings in the two experimental classes?
3) What are the students' attitudes toward peer feedback and self-assessmentin this research?
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2.2 Research Subjects
The research was conducted in Southwestern University of Finance andEconomics (SWUFE) in Sichuan province and lasts nearly four months fromSeptember 4, 2012 to January 4, 2013. The participants are a group of Chinesecollege students firom SWUFE, who have already taken one-year collegecomprehensive English course. At the beginning of the study, 157 students fromthree English modular classes of writing (the size being 51, 54 and 52) in SWUFEwere selected as research subjects. They were randomly divided into twoexperimental group and one control group respectively in this study. Nevertheless,during the study，7 students of peer feedback group, 5 students of self-assessmentgroup and 4 students of the control group failed to complete the questionnaires orsubmit their compositions and drafts or take the English writing course, so theywere not taken into account for the whole data analysis. Therefore, the class with46 students was grouped into the self feedback group (SAG) in which studentswere treated by the approach of self-assessment while the class with 47 studentswas grouped into the peer feedback group (PFG) in which students were instructedby the approach of peer-feedback; the class with 48 students belonged to thecontrol group (CG) and students were instructed by the traditional teacherfeedback only. More importantly，in this study only the data from the rest of 141students were taken into consideration in the statistics analysis. The three classeswere listed Table 1.
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Chapter Three Data Analysis and Major Findings........... 41
3.1 Analysis of Data from Tests......... 41
3.1.1 Scores from Final Exam in Last Semester .........42
3.1.2 Scores from Pre-test and Post-test......... 43
3.2 Analysis of Data from Drafts.........49
3.3 Analysis of Data from Questionnaires......... 53
3.4 Analysis of Data from Interviews......... 60
3.5 Findings and Discussion.........63
3.5.1 Effects of Self-assessment and Peer Feedback......... 63
3.5.2 Impact of Self-assessment and Peer Feedback on Revision......... 67
3.5.3 Studoits' attitude to Self-assessment and Peer Feedback .........69
Chapter Four Implications and Limitations......... 71
4.1 Pedagogical Implications of the Study......... 71
4.2 Limitations of the Study......... 73

Chapter Three Data Analysis and Major Findings

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