CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Framework of the Thesis
CHAPTER 2 LITERATURE REVIEW
2.1 Key Terms of This Thesis
2.1.1 Feedback
2.1.2 Teacher Feedback
2.1.3 Peer Feedback
2.2 Theoretical Foundations
2.2.1 Process Writing Approach
2.2.2 Interaction Hypothesis
2.3 Related Research at Home and Abroad
2.3.1 Research on Teacher Feedback at Home and Abroad
2.3.2 Research on Peer Feedback at Home and Abroad
2.3.3 Comparative Research at Home and Aroad
CHAPTER 3 RESEARCH DESIGH
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.4 Procedures
3.4.1 Preparation
3.4.2 Teacher Feedback
3.4.3 Peer Feedback
3.4.4 Interviews after the Intervention
3.4.5 Data analysis
CHAPTER 4 RESULTS AND DISCUSSIONS
4.1 Students’ Utilization of the Two Types of Feedback in Revisions
4.2 Students’ Attitude towards the Two Types of Feedback
4.2.1 Students’ Attitude towards the Two Types of Feedback before the Intervention
4.2.2 Students’ Attitude towards the Two Types of Feedback after the Intervention
4.3 Students’ Writing Quality
4.3.1 The Quality of the First New Drafts in the Two Sessions
4.3.2 The Quality of the Second New Drafts in the Two Sessions
4.3.3 The Quality of the Post-test in the Two Sessions
CHAPTER 5 CONCLUSION
5.1 Main Findings of the Study
5.2 Implications of the Study
5.3 Limitations and Future Study
参考文献
Appendixes
致谢
声明
广西师范大学;
