| Based on the theory of process writing approach,this paper conducted an empirical study by means of questionnaires,pretest,and post-test,and tried to answer the following two questions by using online peer feedback and teacher feedback in the teaching of college students' English writing.1.What are the students' attitudes towards the combined feedback of online peer feedback and teacher feedback?2.Would the combined mode of online peer feedback and teacher feedback improve students' writing ability? If yes,in what aspects would the combined model improve students' writing competence?In order to answer the above questions,the author conducted a 16-week experiment in Shaanxi Business College.A total of 51 students from two classes participated in the experiment.The experimental group consisted of 25 students,and the control group consisted of 26 students.In the teaching of writing,students from the experimental group received the combined feedback of online peer feedback and teacher feedback,while students from the control group only received teacher feedback.During the experiment,the participants had to complete four writing tasks,all of which were based on the topics of CET6(College English Test 6)over the years.After every writing task was completed,the author and another English teacher scored the students' writings according to the grading criteria.After one semester,the author used SPSS.25 to analyze the experimental data collected in the earlier period.By comparing the results of the pretest and post-test of the experimental group and comparing the results of the post-test of the control group and the experimental group,the author found that the writing ability of students from the experimental group has been significantly improved after the combination of online peer feedback and teacher feedback.In order to verify in what specific aspects the students' writing ability has been improved,the author graded the writings in pretest and post-test of students from the experimental group in terms of content and structure,and grammarand spelling.The results showed that the writing competence of students from the experimental group has been greatly improved in these 2 major areas.At the same time,the analysis of questionnaires also indicated that the students held positive attitudes towards the feedback mode of combining teacher feedback and online peer feedback.This study provides some pedagogical implications for second language teaching,especially for the feedback mode.The application of teacher feedback and online peer feedback in the teaching of English writing will noticeably help improve students' writing competence. |
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