大学英语写作同级反馈研究的中期报告.docx

大学英语写作同级反馈研究的中期报告 Mid-Term Report on Peer Feedback in College English Writing Introduction This report aims to explore the effectiveness of peer feedback in college English writing based on the mid-term results of our research. Peer feedback has been widely used in language teaching and has become an important means of promoting collaborative learning and enhancing writing skills. However, it remains controversial whether peer feedback can effectively improve students’ writing proficiency and whether the feedback provided by peers is reliable and useful. This study intends to investigate the benefits and challenges of using peer feedback in college English writing to provide insights into effective teaching approaches. Methodology The study enrolled 40 college students majoring in English and randomly formed 10 groups of four students in each group. Each group was asked to exchange their writing samples twice a week and provide feedback on the content, structure, grammar and vocabulary of their peers’ essays. The participants were required to use a rubric developed by the researchers to evaluate the quality of their peers’ writing according to different dimensions. A pre-test and a mid-term test were conducted to assess the participants’ writing proficiency in terms of accuracy, coherence, and fluency. A survey was conducted to collect feedback from the students on their perceptions of the peer feedback process. Results The mid-term results show that the use of peer feedback has a positive impact on the participants’ writing proficiency. The mean scores of the participants’ writing accuracy, coherence, and fluency have improved significantly since the pre-test, with a 15% increase in accuracy, a 12% increase in coherence and a 9% increase in fluency. Moreover, most of the participants responded positively to the peer feedback process, stating that it was helpful and beneficial for their English learning. The feedback from peers also motivated them to improve their w