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The data collected from the final exam and  scores from the pre-test andpost-test were analyzed with the application of SPSS19.0 at the following aspects:1) the scores of the three classes collected from their final exam in last semesterwere compared to check whether there are difference among three classes in termsof students' language proficiency; 2) the scores of the pre-test among the three "classes were analyzed to examine whether there were significant differencesamong the three classes in terms of writing ability; 3) the scores of pre-test andpost-test among the three classes were recorded for the analysis of score changesand compared to identify the results of writing performance after the study. In order to reduce the possibility that English proficiency in SAG, PFG andCG migjit cause different results of the writing performance or the uncertainty ofthe accuracy of the results, the scores of all students' comprehensive English inlast semester were collected at the beginning of the study and recorded for analysisvia SPSS 19.0. Moreover, the average scores of each class were compared bySPSS 19.0 and the results of data analysis can be seen at the following tables.

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Conclusion

On the basis of data analysis and findings presented in the previous chapter, itcan be concluded as follows.Peer feedback and self-assessment can facilitate revising students' writingsin different aspects. However, students in the peer feedback class made a higherpercentage of successful revision than students in the self-assessment class did.Meanwhile, students in PFG were more likely to make revision in terms ofgrammar and vocabulary mistakes in their compositions, while students in SAGmade more revisions in terms of content, mechanics and grammar errors in theircompositions.Peer feedback and self-assessment with the help of teacher feedback cancontribute to the improvement of the overall level of writing proficiency. In thisstudy, the statistics showed that students in PFG made more improvement on theoverall level of writing proficiency compared with students in both SAG and CGLikewise, students in SAG made more progress in terms of the overall level ofwriting proficiency with comparison with students in the control group. To bespecific, students in the two experimental classes performed better than students inSAG in terms of writing proficiency.
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Reference (omitted)

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