Experimental Study on the Effect of Feedback Methods on College Students’ English Writing—A Reasonable Combination of Teacher Feedback and Peer Feedback

By comparing three kinds of feedback methods (teacher’s feedback, peer feedback, the combination of teacher and peer feedback) on the writing performance of three groups and their writing scores of CET-4, it has been concluded that: (1) The writing performance of the three groups has been improved respectively in a certain degree; (2) The gap of the writing performance within each group has been narrowed. Among the 3 groups, the writing gap in “teacher + peer” feedback group students has been narrowed to the largest extent compared with the other 2 groups; (3) Both the writing performance and the overall level of the five error indicators (discourse cohesion, vocabulary, grammar, syntax and technical mistakes) of the subjects in “teacher + peer” feedback group are improved to the largest degree; (4) There is a significant difference among the three group subjects’ English writing ability after the experimental study; (5) The combination of “teacher + peer ”group showed a strong advantage than other two feedback ways; (6) The “teacher + peer” feedback group had the greatest impact on students’ CET-4 writing performance. It is hoped that these findings can expand the field of writing teaching and provide important reference to help English teachers to adopt effective feedback methods to improve the current situation of college English writing.

English writing; different ways of feedback; writing performance

Song Xiaohuan. Experimental Study on the Effect of Feedback Methods on College Students’ English Writing—A Reasonable Combination of Teacher Feedback and Peer Feedback. 2019 International Conference on Advanced Education, Service and Management (AESM 2019). 2019, Vol.3: 360-364. DOI: https://doi.org/10.35532/JSSS.V3.080.