学科教学英语专业研究生毕业论文_答辩.ppt

Chapter Five
Students are able to provide accurate feedback for their peers' compositions, and adopt some of peers' comments to their compositions.
students in experiment class in this experiment hold an affirmative attitude towards peer feedback. They affirm the advantages of peer feedback both as providers and receivers.
structure and Reliability Analysis
Analysis of the three parts of the questionnaire
1 Students' attitude towards peer feedback 2 Students' capability of performing peer feedback 3 The effects of peer feedback
Thank You!
希望提出指导与建议
• Positive effects of peer feedback
• Negative effects of peer feedback
The previous research on peer feedback at home
Chapter Three
Research Methodology
3
Second draft
Second draft
4 Teacher feedback Peer feedback
5 The final draft The final draft
Chapter Four
➢ Data analysis of the tests scores
Comparison between EC and CC in the pre-test Table 4.1 scores of EC and CC in pre-test
Outline
Introduction Literature Review Research Methodology Data Collection and Analysis
Conclusion
Chapter One
➢Current situation of the English writing ➢ Current situation of feedback applied to
Comparison between the pre-test and post-test of EC
Table 4.2 scores of EC in pre-test and post-test
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
Pre-test 48 14.48 3.62 Post-test 48 18.04 2.58 -10.009 0.000
2. Are students capable of providing and receiving peer feedback?
3. What are the students' attitudes toward peer feedback?
Chapter Three
➢ Subjects
subjects
English writing ➢Significance of the research
➢Framework of the thesis
Chapter Two
➢ Theoretical foundations for peer feedback
Process approach Cooperative learning Vygotsky's zone of proximal development
Chapter Three
➢ Procedures
Table 3.1 Procedures in both class
Stepts Control Class Experiment Class
1
First draft
First draft
2 Teacher feedback Peer feedback
Control class
48 students in Grade One
Experiment class
48 students in Grade One
Chapter Three
➢ Instruments
Tests
Questionnaire
Instruments
Writing tasks
SPSS
Groups
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
CC 48 15.40 3.27
EC
48 18.04 2.58 -4.396 .000
Chapter Four
➢ Data analysis of the drafts
The number of feedback points of the drafts in EC and CC
questions subjects
procedures instruments
Chapter Three
➢ Research questions
1. Will students achieve higher scores in the final writing test, as a result of peer feedback?
Chapter Four
Comparison between the pre-test and post-test of CC
Table 4.3 scores of CC in pre-test and post-test
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
Chapter Two
➢Studies on peer feedback in English writing abroad and home
The previous research on peer feedback abroad
• The comparison between teacher teedback and peer feedback
Pre-test 48 Post-test 48
14.42 15.40
3.35 3.27 -3.712 0.001
Chapter Four
Comparison between EC and CC in the post-test
Fra Baidu bibliotek
Table 4.4 scores of EC and CC in post-test
Groups
Number
Mean
Standard Deviation
t
Sig. (2-tailed)
CC 48 14.42 3.35
EC
48 14.48 3.62 -0.088 0.930
(EC = experiment class, CC = control class)
Chapter Four
Chapter Five
➢ Major findings
Peer feedback is effective in improving the English writing scores of students in senior high school and also reduces the deviations among writing scores.
The received feedback points
The Incorporated feedback points
Percentage of incorporated
EC 647 432 66.8%
CC 702 548 58.8%
Chapter Four
➢Data analysis of the questionnaire