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摘要：本文是一篇教育学了留学论文。写作技巧对于将英语作为外国语言的学生来讲，学习、开发是困难的和富有挑战性。英语教师中很多人认为,教授英语学习者写作技能比教授其他教学交际能力是更复杂的。虽然语言学习者必须认真学习已获得好的写作能力，他们仍然会在写作时犯各种错误或差错。在外语写作的时候，英语学习者经常感到压力巨大和焦虑。本文主要分析教授英语过程中同学之间互相纠错方法的应用和效果。

detailed than teacher feedback (Caulk, 1994). Also, Mangelsdorfin thinks that peer review can help many students to have diverse perception about their topics as well as foster the ideas and make them more clearly in the EFL writings. Therefore, researchers believe that “peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous” (Spratt et al, 2005, p.157).

Joyce (1997) employs a research to explore main strategies so as to respond to the EFL students' composition writings. After the twelve-week period, by comparing the initial writing sample and the third one after using peer editing, he shows that writing competency of students grows strongly and concludes this strategy is efficient and necessary.

In the research conducted by Wong (1999), peer correction was carried out and discovered by qualitative data to ease the process of EFL writing in four factors: grammar, rules and concepts, meaning and emotional elements. In addition, it helps students improve awareness of writing skill. Quantitative findings of this study introduce 97% students admit that they want to apply peer correction in the future. It is important to stress that the writer of this study learns a lot from Wong's research, and longs to use some his methods in this research to examine whether it is suitable for the writer' teaching fact.

Kurt and Atay (2007) also experimented with 86 Turkish Prospective Teachers of English. Those participants are divided into 2 groups: Experimental group (writing an essay and receiving peer feedback) and control group (writing an essay and receiving teacher feedback only). This study concluded that peer feedback helps Turkish PTs reduce writing anxiety and it is really considered as a complementary factor of the teacher feedback.

Despite its advantages, peer response has its own weakness. Its procedure requests the training and organization from the teacher as well as it depends on students' ability of collaboration with peers. Many students give their partners too general and ambiguous reviews. They make their peers find it difficult to understand and catch messages or information. The writing ability, thus, seems to not improve (Tsui & Ng, 2000).

CHAPTER 3: METHODS AND PROCEDURES

3.1. Methods of the study

The research is done qualitatively in the context of a 30-student English class. They are non-major students; their level of English proficiency is pre-intermediate and their writing ability is average. In this report, the writer uses two research tools to collect and analyze the needed data, i.e. recording and interview.

Recording is used to record the process of peer correction. Chosen subjects were invited to record their discussions and then they were transcribed (Appendix 4) for analyzing. Voice recorder is chosen instead of video recorder to prevent their discussions from the presence of another people, which may interrupt their current process of peer correction. The writer also hopes that through recordings she can derive how students check and correct their writings each other and what types of mistakes are corrected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。