Impacts of Peer Response on the Cultivation of English Writing Ability

Wenting LIU, Xuemei SU, Min GUAN

Abstract


There are some common problems existing in the cultivation of university students’ English writing ability, such as college students’ low writing ability, the strong dependence of English writing, the lack of communication between teachers and students, the shortage of English teachers, and the longtime of teachers’ essay scoring. The effective reforms must be adopted in order to change the present cultivation situation of university students’ English writing ability. Peer response has several advantages in improving the cultivation models of English writing ability and can produce important impacts on the cultivation of university students’ English writing ability. The study explores the impacts from the assessment of English writing, improving students’ cognitive development, cultivating students’ critical thinking and stimulating students’ writing activity.


Keywords


Peer response; English writing; Formative assessment; Critical thinking

Full Text:

PDF

References


Gao, G. (2010). An empirical study on the effects of peer feedback on ESL students’ writing in varying types of groups. Foreign Language Research, (6), 93-97.

Gong, X. B. (2007). English writing teaching: Optimized peer feedback. Foreign Language Teaching, (3), 47-51.

Kong, W., & Li, Q. H. (2013). Peer feedback in L2 writing: Symmetrical or asymmetrical? Foreign Language Education, (4), 50-55.

Liu, R. Q., & Dai, M. C. (2003). A study of the current situation of college foreign language teaching reform and developmental strategy. Beijing: Foreign Language Teaching and Research Press.

Mittan, R. (1989). The peer review process: Harnessing students’ communicative power. In Johnson & Roen (Ed.), Richness in writing: Empowering ESL students (pp.213-220). New York: Longman.

Serge, L. (2011). Peer evaluation and selection systems. Ellicott City, USA: Bio Bit Field Post Office Box.

Wang, F., & Yang, L. X. (2013). An overview of empirical peer feedback research in English writing in China. Journal of Southwest University of Science and Technology, (5), 52-56.

Yu, W. S. (2011). Word problem in English writing and their possible solutions. Shandong Foreign Language Teaching Journal, (1), 61-66.

Zhou, B. G., & Tang, J. J. (2010). A empirical study about how L2 writing apprehension influences the writing process. Foreign Language Education, (1), 64-68.




DOI: http://dx.doi.org/10.3968/%25x

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Wenting LIU

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


Share us to:   


Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/ccc/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).

 CROSS-CULTURAL COMMUNICATION Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture