| Acknowledgements | 第1-5页 |
| Abstract (English) | 第5-6页 |
| Abstract (Chinese) | 第6-10页 |
| Chapter One Introduction | 第10-14页 |
| ·Research orientation | 第10页 |
| ·Rational for the present research | 第10-13页 |
| ·Key research questions | 第13页 |
| ·Organization of the thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-27页 |
| ·Theoretical base of the present research: Vygotsky's Developmental Theory | 第14-18页 |
| ·Current studies on peer revision | 第18-26页 |
| ·Summary | 第26-27页 |
| Chapter Three The study | 第27-36页 |
| ·Overview | 第27页 |
| ·Method | 第27-36页 |
| ·Subjects | 第27-28页 |
| ·The questionnaires (See Appendix Ⅰ and Appendix Ⅱ) | 第28-29页 |
| ·The experiment | 第29-36页 |
| ·Pilot study | 第29-32页 |
| ·The pretest | 第32-33页 |
| ·The posttest | 第33页 |
| ·The procedure | 第33-36页 |
| Chapter Four Data Analysis | 第36-46页 |
| ·Questionnaire Investigation | 第36-43页 |
| ·Questionnaire 1 | 第36-39页 |
| ·Questionnaire 2 | 第39-42页 |
| ·The open-ended question | 第42-43页 |
| ·Statistical Analyses of posttest scores | 第43-46页 |
| Chapter Five Results and Discussion | 第46-56页 |
| ·Are Chinese EFL learners capable of effectively participating in peer revision activity? | 第46-49页 |
| ·Does the activity of peer revision influence Chinese EFL learners' perception of writing and revision? | 第49-53页 |
| ·Can EFL learners who engage in peer revision activity produce better quality writing, compared with learners who either receive only a teacher's feedback or follow traditional writing pedagogy? | 第53-56页 |
| Chapter Six Conclusion | 第56-60页 |
| ·Major findings of the study | 第56页 |
| ·Pedagogical implications | 第56-58页 |
| ·Limitations of this study | 第58页 |
| ·Suggestions for Future Study | 第58-60页 |
| Bibliography | 第60-66页 |
| Appendices | 第66-74页 |
