This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students pre...This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.展开更多
Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirec...Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.展开更多
This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)sum...This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.展开更多
The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song D...The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song Dynasty,writings by Ouyang Xiu's family and epitaphs by his colleagues crafted a balanced narrative emphasizing both his official duties and literary merits,thus constructing a dual image of him as a principled remonstrator and a literary master.In the Southern Song Dynasty,official historiography gradually eroded his complex persona as a political reformer by selectively trimming political disputes and emphasizing his literary lineage,ultimately establishing him as a cultural exemplar beyond factional strife.Throughout this evolution of historical writing,Ouyang Xiu's sharpness as a remonstrator was gradually obscured in historical texts,while his image as a literary master,revered by all,became firmly established.The reshaping of Ouyang Xiu's image in historical writings across the Northern and Southern Song dynasties not only reflects the logic of selecting scholar-official role models under the influence of official ideology but also reveals the inherent pattern whereby individual distinctiveness fades into symbolic construction in historical writing.展开更多
Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompati...Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.展开更多
Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of ma...Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of manufacturingstrategies.However,their high conductivitycauses severe impedance mismatch,limiting EWAperformance.3D printing requirements also constrainthe dielectric properties of printable grapheneinks,hindering the integration of high-performanceabsorbers with advanced manufacturing.This studyproposes a polyacrylic acid(PAA)gel-mediated3D porous graphene oxide(GO)aerogel multiscaleregulation strategy.Precise gel content control enablesdual-gradient tuning of the rheology(Benefitingdirect ink writing(DIW))and dielectric loss(Enhancing EWA)of GO/PAA composites and reduces aerogel density(6.9 mg cm^(-3)from28.2 mg cm^(-3)).Thermal reduction decomposes PAA into amorphous carbon nanoparticles anchored on reduced graphene oxide(rGO),enhancingimpedance matching and absorption via synergistic 0D/2D interfacial polarization and conductive loss.The optimized rGO/PAA aerogelachieves a minimum reflection loss(RL)of-39.86 dB at 2.5 mm and an effective absorption bandwidth(EAB)of 8.36 GHz(9.64-18 GHz)at3.2 mm.Combining DIW and this aerogel,we design a metamaterial absorber(MA)with dual material(dielectric loss)and structural gradients.This MA exhibits an ultrawide EAB of 14 GHz(4-18 GHz)with a total thickness of 7.8 mm.This work establishes a coupled design paradigmof“composition-structure-performance,”providing an engineerable solution for developing lightweight,broadband EWA materials.展开更多
This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability o...This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.展开更多
With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implicat...With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.展开更多
Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be address...Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.展开更多
The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the stud...The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.展开更多
Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, ...Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.展开更多
Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, esp...Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.展开更多
1. IntroductionThe National Matriculation English Test (NMET) in China is knownas a high- stakes examination as it is the criterion for admission intohigher education. This influential examination has two main functions:
Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college student...Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.展开更多
Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by intr...Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.展开更多
Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usua...Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.展开更多
This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to prom...This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.展开更多
The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards d...The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.展开更多
文摘This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.
文摘Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.
文摘This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.
基金an initial outcome of the Research on the Interactive Relationship Between Biographies and Epitaphs in Ancient China,a project(ID:24BZW023)supported by the National Social Science Fund of China。
文摘The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song Dynasty,writings by Ouyang Xiu's family and epitaphs by his colleagues crafted a balanced narrative emphasizing both his official duties and literary merits,thus constructing a dual image of him as a principled remonstrator and a literary master.In the Southern Song Dynasty,official historiography gradually eroded his complex persona as a political reformer by selectively trimming political disputes and emphasizing his literary lineage,ultimately establishing him as a cultural exemplar beyond factional strife.Throughout this evolution of historical writing,Ouyang Xiu's sharpness as a remonstrator was gradually obscured in historical texts,while his image as a literary master,revered by all,became firmly established.The reshaping of Ouyang Xiu's image in historical writings across the Northern and Southern Song dynasties not only reflects the logic of selecting scholar-official role models under the influence of official ideology but also reveals the inherent pattern whereby individual distinctiveness fades into symbolic construction in historical writing.
基金financially supported by the National Key Research and Development Program of China(Nos.2024YFB4607402 and 2016YFC1100502)the National Natural Science Foundation of China(Nos.51673208 and 61975213)。
文摘Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.
基金supported by ZJNSF LZ25E030006Zhejiang Provincial Key Research and Development Program(2024C01157)+2 种基金NSFC under Grant Nos.52473267 and 52401249the National Key Research and Development Program of China under Grant No.2021YFB3501504Zhejiang University Ningbo“Five in One”Campus Project(K-20213539)。
文摘Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of manufacturingstrategies.However,their high conductivitycauses severe impedance mismatch,limiting EWAperformance.3D printing requirements also constrainthe dielectric properties of printable grapheneinks,hindering the integration of high-performanceabsorbers with advanced manufacturing.This studyproposes a polyacrylic acid(PAA)gel-mediated3D porous graphene oxide(GO)aerogel multiscaleregulation strategy.Precise gel content control enablesdual-gradient tuning of the rheology(Benefitingdirect ink writing(DIW))and dielectric loss(Enhancing EWA)of GO/PAA composites and reduces aerogel density(6.9 mg cm^(-3)from28.2 mg cm^(-3)).Thermal reduction decomposes PAA into amorphous carbon nanoparticles anchored on reduced graphene oxide(rGO),enhancingimpedance matching and absorption via synergistic 0D/2D interfacial polarization and conductive loss.The optimized rGO/PAA aerogelachieves a minimum reflection loss(RL)of-39.86 dB at 2.5 mm and an effective absorption bandwidth(EAB)of 8.36 GHz(9.64-18 GHz)at3.2 mm.Combining DIW and this aerogel,we design a metamaterial absorber(MA)with dual material(dielectric loss)and structural gradients.This MA exhibits an ultrawide EAB of 14 GHz(4-18 GHz)with a total thickness of 7.8 mm.This work establishes a coupled design paradigmof“composition-structure-performance,”providing an engineerable solution for developing lightweight,broadband EWA materials.
文摘This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.
文摘With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.
文摘Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.
文摘The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.
文摘Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.
文摘Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.
文摘1. IntroductionThe National Matriculation English Test (NMET) in China is knownas a high- stakes examination as it is the criterion for admission intohigher education. This influential examination has two main functions:
文摘Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.
文摘Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.
文摘Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.
文摘This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.
文摘The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.
