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本文通过探讨英语作为第二语言的大学生在英语写作课程中同伴反馈的可行性和有效性。研究结果表明:学生认可同伴反馈的模式并对其持肯定态度,并证明学生通过同伴反馈能够成为有能力、客观的评审者。尽管学生的同伴反馈与教师的评价有一定的区别,但是,它仍然能够在很多方面提高学生的写作水平,如内容、结构及语言。因此,如果适当的计划和植入,同伴反馈可以成为英语写作中可选择的有效方法。
This article explores the viability and effectiveness of peer feedback in English writing as a second language. The results show that students recognize the model of peer feedback and hold a positive attitude towards it, and prove that students can become competent and objective reviewers through peer feedback. Although there are some differences between students’ peer feedback and teachers’ evaluation, they still can improve students’ writing skills in many aspects, such as content, structure and language. Therefore, peer feedback can be an effective alternative to English writing with proper planning and placement.