声明
摘要
Abstract
Contents
Chapter Ⅰ Introduction
1．1 Background of the Research
1．2 Objectives and Significance of the Study
1．2．1 Objectives of the Study
1．2．2 Significance of the Study
1．3 Organization of the Study
Chapter Ⅱ Literature Review
2．1The Deftnition of Feedback
2．2 Teacher Feedback
2．2．1 Relevant Studies of Teacher Feedback Abroad
2．2．2 Relevant Study of Teacher Feedback in China
2．3 Peer Feedback
2．3．1 Relevant study of Peer Feedback abroad
2．3．2 Relevant studies of Peer Feedback in China
2．4 Summary
Chapter Ⅲ Theoretical Foundations
3．1 Process Writing Theory
3．2 Constructivism
3．3 Summary
Chapter Ⅳ Research Methodology
4．1 Research Questions
4．2 Subjects
4．3 Research Instruments
4．3．1 Three Rounds of Writing Tasks
4．3．2 Stimulated Recall Interviews
4．3．3 Semi-structured Interviews
4．4 Research Procedures
4．4．1 Pre-test
4．4．2 Procedures in Teacher Feedback Group
4．4．3 Procedures in Peer Feedback Group
4．4．4 Stimulated recall interviews in TFG and PFG
4．4．5 Semi-struetured Interviews
Chapter Ⅴ Results and Discussion
5．1 Content Analyses of Students’ Use of Feedback
5．1．1 Utilization of Usable Feedback
5．1．2 Levels of Revisions
5．1．3 Effectiveness of Revisions
5．2 Amount of Feedback Points that were Understood and not Understood
5．3 Factors that Affect Students’ Responses to Feedback
5．3．1 Students’ Attitude towards Teacher Feedback or Peer Feedback
5．3．2 The Explicitness of the Teacher Feedback or Peer Feedback
Chapter Ⅵ Conclusion
6．1 Major Findings
6．2 Implications of the Study
6．3 Limitations and Suggestions for Further Studies
Bibliography
Appendix
Acknowledgments
