Peer Feedback in Computer Aided College English Writing Instruction

Abstract

This study is to examine the acceptability of peer feedback in computer aided college English writing instruction. For the whole writing procedure, subjects in language labs were to take preparation, writing and evaluation stages, undergoing three editions suggested by peer feedbacks. For the first time reading, peers would comment on such general scale as subject and content of drafts, and the second focuses on specific items, for example the morphological, lexical and syntactical aspects, etc. To compare students' attitudes towards the trial, before and after the experiment, Pre-Questionnaire and Post-Questionnaire were adopted to analyze differences. From the frequency of students' views on ten statements, it is drawn that majority of subjects accept and enjoy the innovative writing process, since peer feedback is an essential and encouraging part for writing.