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est Scores ......... 47
4.3 Results and Discussion of Students’ Feedback ........ 50
4.4 Results and Discussion of the Comparison.... 56
4.5 Results and Discussion of Questionnaires ......... 58
4.6 Results and Discussion of the Interview ...... 61
4.7 Summary ...... 63
Chapter 5 Conclusion.... 65
5.1 Main Findings .... 65
5.2 Pedagogical Implications ..... 66
5.3 Limitations of the Present Study ...... 67
5.4 Suggestions for Further Researches ....... 68

Chapter 4 Results and Discussion

4.1 Results and Discussion of Oral Discussion and Modifying
As talked in the former chapter, oral discussion is the second step in theprocedures of peer feedback. Its function is to examine whether the writer’s opinionis clearly expressed in his/her composition, that is, whether what he/she wrote istotally the same with what he/she said before writing. The following is an exampleof one student’s notes taken by the researcher in his group oral discussion and hisfirst draft. The topic is Is it necessary to take CET-6, which is adapted from Englishis becoming more important in their text book New Horizon College English.The writer’s statement:This topic is not very difficult for me. I have thought it before. I believe theanswer is yes. I will write three paragraphs as the teacher once taught us. In the firstparagraph, I will declare there are people who hold positive attitudes and theirreasons: English is important. College students should challenge more, learn asmuch as possible. In the second paragraph, I will give the opposite opinion and thereasons are CET-4 is enough. In the last paragraph, I will say I take side with theformer opinion, and give the further reason: I like English. That certificate is helpfulin my future career.
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Conclusion

Appropriate answers for the four main research questions were concludedbased on the analysis and discussion in Chapter 4 as the following:All the instruments used in this study could reveal that students do benefit frompeer feedback mechanism. Thus, peer feedback has its values.First, considering the mean scores and analytic scores of the totally four writingtests in both EG and CG, it shows that trained students could improve their writingproficiency with the help of peer feedback, especially in the aspects of grammar,vocabulary and mechanics.Second, data collected from the questionnaire survey discovers that studentspay little attention to the organization (7%), but in oral discussion, organization doesbe discussed to some extent. The possible reason maybe the students were at more orless the same level. It was hard for them to revise the organization. Besides, itreflects they gain confidence and reduce linguistic errors through peer feedback inwriting.
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Reference (omitted)

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