作为教师反馈的补充，同伴反馈越来越多地被运用到大学英语写作教学中。不过，关于同伴反馈的效果，实证研究的结果却不一致。本研究以高职生为研究对象，采用文本分析的方法，从反馈合理性的角度，对同伴反馈和教师反馈进行比较，探索高职英语教学中同伴反馈对教师反馈的补充作用。%As a supplement to teacher feedback, peer feedback is more and more used in the English writing teaching in university. However, a peer feedback effect, empirical research results are not consistent. In this study, vocational college students as the research object, uses the method of text analysis, feedback from the rational angle, carries on the comparison to the peer feedback and teacher feedback, to explore complementary role of teacher feedback in college English teaching.
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