| Abstract in Chinese | 第3-5页 |
| Abstract in English | 第5-6页 |
| Abbreviations | 第12-13页 |
| Chapter 1 Introduction | 第13-17页 |
| 1.1 Background of the Study | 第13-14页 |
| 1.2 Purpose of the Study | 第14-15页 |
| 1.3 Significance of the Study | 第15页 |
| 1.4 Framework of the Thesis | 第15-17页 |
| Chapter 2 Literature Review | 第17-26页 |
| 2.1 Definition of Peer Feedback | 第17-18页 |
| 2.2 Definition of Self-efficacy | 第18页 |
| 2.3 Peer Feedback Models of Senior School English Writing | 第18-19页 |
| 2.4 Theoretical Foundation of the Peer Feedback | 第19-21页 |
| 2.4.1 Constructivism | 第19-20页 |
| 2.4.2 Cooperative Learning Theory | 第20-21页 |
| 2.4.3 Process Writing Approach Theory | 第21页 |
| 2.5 Relevant Researches at Home and Abroad | 第21-26页 |
| 2.5.1 Previous Researches Abroad | 第22-23页 |
| 2.5.2 Previous Researches at Home | 第23-26页 |
| Chapter 3 Experimental Research Design | 第26-32页 |
| 3.1 Research Questions | 第26页 |
| 3.2 Research Design | 第26-29页 |
| 3.2.1 Research Subjects | 第27页 |
| 3.2.2 Research Instruments | 第27-28页 |
| 3.2.3 Application Process of Writing Evaluation | 第28-29页 |
| 3.3 Data Collection | 第29-32页 |
| 3.3.1 Quantitative Analysis | 第30-31页 |
| 3.3.2 Qualitative Analysis | 第31-32页 |
| Chapter 4 Results and Discussion | 第32-57页 |
| 4.1 Overall Picture of Senior Students’ English Writing Self-efficacy in Both Experimental Class and Controlled Class | 第32-50页 |
| 4.1.1 Students’ English Writing Self-efficacy in Experimental Class | 第32-41页 |
| 4.1.2 Students’ English Writing Self-efficacy in Controlled Class | 第41-46页 |
| 4.1.3 Differences Analysis Between Experimental Class and Controlled Class | 第46-50页 |
| 4.2 Analysis of Students’ Writing Scores Before and After Experiment | 第50-53页 |
| 4.2.1 Comparative Analysis of Students’ Writing Scores Before Experiment Between Experimental Class and Controlled Class | 第50-51页 |
| 4.2.2 Comparative Analysis of Students’ Writing Scores After Experiment Between Experimental Class and Controlled Class | 第51-52页 |
| 4.2.3 Comparison Between Scores in the Experimental Class and the Controlled Class in the Two Tests | 第52-53页 |
| 4.3 Situation of the Students Attitude Towards Peer Feedback Approach | 第53-55页 |
| 4.4 Discussion | 第55-57页 |
| Chapter 5 Pedagogical Implications | 第57-60页 |
| 5.1 Major Findings of the Present Study | 第57-58页 |
| 5.2 Implications for Senior School English Writing Teaching | 第58-60页 |
| 5.2.1 Updating Teachers’ Teaching Concepts of English Writing | 第58页 |
| 5.2.2 Applying Peer Feedback to Daily Writing Teaching | 第58-59页 |
| 5.2.3 Motivating Students to Act Initiatively in English Writing | 第59-60页 |
| Chapter 6 Conclusion | 第60-63页 |
| 6.1 Summary of This Study | 第60-61页 |
| 6.2 Limitations of This Study | 第61页 |
| 6.3 Suggestions for Further Study | 第61-63页 |
| Bibliography | 第63-66页 |
| Appendices | 第66-75页 |
| Appendix A | 第66-67页 |
| Appendix B | 第67-68页 |
| Appendix C | 第68-70页 |
| Appendix D | 第70-72页 |
| Appendix E | 第72-73页 |
| Appendix F | 第73-75页 |
| Publications During the Postgraduate Program | 第75-76页 |
| Acknowledgement | 第76-77页 |
