| Abstract | 第7-8页 |
| 摘要 | 第9-10页 |
| List of Tables | 第10-11页 |
| List of Abbreviations | 第11-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1. Research background | 第12-15页 |
| 1.2 Significance of the study | 第15页 |
| 1.3. Organization of the thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-31页 |
| 2.1 Peer feedback | 第16-23页 |
| 2.1.1 The effect of peer feedback on students' writing and revision | 第16-20页 |
| 2.1.2 Students' attitudes and acceptance towards peer feedback | 第20-22页 |
| 2.1.3 The nature of peer feedback | 第22-23页 |
| 2.2 Teacher feedback | 第23-31页 |
| 2.2.1 The types of teacher feedback | 第24-28页 |
| 2.2.2 The role of teacher feedback | 第28-31页 |
| Chapter Three Theoretical Foundation | 第31-40页 |
| 3.1 Process writing theory | 第31-34页 |
| 3.2 Zone of Proximal Development and Scaffolding writing | 第34-37页 |
| 3.3 Collaborative learning | 第37-40页 |
| Chapter Four Methodology | 第40-47页 |
| 4.1. Research questions | 第40页 |
| 4.2 Participants | 第40-41页 |
| 4.3 Procedures | 第41-47页 |
| 4.3.1 Writing task | 第41页 |
| 4.3.2 Teacher feedback | 第41-42页 |
| 4.3.3 Grouping by holistic scoring | 第42页 |
| 4.3.4 Self-editing group (the control group) | 第42-44页 |
| 4.3.5 Peer editing group (the experimental group) | 第44页 |
| 4.3.6 Data collection and analysis | 第44-47页 |
| Chapter Five Results and Discussion | 第47-67页 |
| 5.1 The differences of revision and use of teacher feedback in varying types ofgroups | 第47-54页 |
| 5.1.1 The results of revision and use of teacher feedback in the peer-editing andself-editing group | 第47-51页 |
| 5.1.2 The differences of revision in the different pairs in the peer-editinggro up | 第51-54页 |
| 5.2 Revision on treatable and untreatable errors in the peer-editing group andself-editing group | 第54-57页 |
| 5.3 The use of teacher feedback in the self-editing group | 第57-64页 |
| 5.3.1 The relationship between teacher feedback and revision in the self-editinggroup | 第57-60页 |
| 5.3.2 The behaviors in students' revising process | 第60-64页 |
| 5.4 General discussion | 第64-67页 |
| Chapter Six Conclusion | 第67-71页 |
| 6.1 Summary of the major findings | 第67-68页 |
| 6.2 Limitations and suggestions for future study | 第68-69页 |
| 6.3 Implications for EFL teaching | 第69-71页 |
| References | 第71-87页 |
| Acknowledgements | 第87-88页 |
| 附件 | 第88页 |
