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A Study on the Guided Peer Feedback in the College
English Writing Classroom
By
Wang Bing
Under the Supervision of Professor Lu Ming
Submitted in Partial Fulfillment of the Requirements
For the Degree of Master of Arts
School of Foreign Languages
Soochow University
ACKNOWLEDGEMENTS
In writing this thesis, I would first give my sincere gratitude to my supervisor,
Professor Lu Ming, for her constant support, insightful suggestions and valuable help. Her
professionalism and depth of knowledge have greatly influenced me during my three
postgraduate years in soochow university, which would be a priceless treasure for the rest
of my life.
My heartfelt thanks also go to Professor Gu Peiya, Professor Heng Renquan,
Professor Gao Yongchen, Professor Gao Mingqiang and Professor Wang Yu, whose
teachings have built a solid foundation for my later academic research; and whose
invaluable advice for this study have led me out of darkness.
I also would like to extend my thanks to my classmates and roommates for their
kindness and encouragements, without which my life would have not been so enjoyable
and my thesis would have not been made into its present.
Last but not least, my special thanks go to my parents for their never-ceasing support
and encouragements, which have made me confident to face everything bravely.
i
ABSTRACT
English writing, as one of the five basic English learning skills, assumes an essential
role of facilitating the language acquisition and improving the ability of using the language
more effectively. Considering such importance of writing for EFL students, various
researches have been conducted on how to help students improve their writing skills, and
peer feedback has always been the research focus.
Based on the previous studies on peer feedback, the present study designs a study on
the process of editing-sheet guided peer feedback in a college English writing classroom. It
attempts to answer the following four research questions:
(1) To what extent do s
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