A Study Of The Combined Model Of Peer Review And Teacher Feedback From The Perspective Of Activity Theory

Peer review and teacher feedback,two most important forms of evaluating mode,have received great attention on second language writing in recent decades.The purpose of this study is to test the feasibility and effect of the combined model of peer review and teacher feedback from the perspective of activity theory and to maximize the advantage of teacher feedback.Applying the combined model of peer review and teacher feedback to students in the English Language Institute(ELI)at Xi’an International Studies University(XISU)in Xi’an,Shaanxi,the author makes an effort to answer the following two research questions:(1)Can the combined model of peer review and teacher feedback from the perspective of activity theory improve students’ quality of writing? If yes,in what aspects can the combined model improve students’ writing?(2)What are students’ attitudes toward the combined model of peer review and teacher feedback from the perspective of activity theory?The empirical study adopted questionnaires,the experiment,and text analysis.There were two groups in the experiment: control group—receiving teacher feedback,and experimental group—receiving the combined model of peer review and teacher feedback.All students in control class and experimental class answered the pre-experiment questionnaire at the start of the experiment,while the post-experiment questionnaire,concerned with the combined model,was conducted for students in the experimental class.Students in these two classes received the pretest,three writing tasks,and the post-test,and all writings were evaluated from both holistic and analytical criteria respectively.Then the collected data were analyzed through SPSS 25.0.The results indicate that the combined model of peer review and teacher feedback is more effective than teacher feedback in improving the students’ writing proficiency and cultivating competent writers.The combined model from the perspective of activity theory enables the students to play multiple roles in writing and yields some unexpected outcomes—increasing students’ awareness of writing,cultivating their logical thinking,and improving communication skills.In addition,students show positive attitudes and expectation toward the combined model of peer review and teacher feedback from the perspective of activity theory.