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edback” can be defined and explained in various ways, as a result of its co-occurrence with a lot of topics varying from modern science and technology to language acquisition. In the control theory, feedback is defined as returning a portion of the output of one system or a process to the input place, according to the American Heritage Dictionary (2006). This definition gets to analyze the term with the relationship between the output and  input.  In  behaviorists’  eyes,  feedback  means  “any  information  which  provides  a report on  the result of  behavior,  for  example,  verbal or  facial signals which  listeners give to speakers to indicate that they understand what the speaker is saying (Richards et al., 2000). In view of this definition, feedback is like response from listener to speaker. In teaching and learning circumstance, feedback means “comments or information learners receive about whether the learning task was successfully finished, either from the teacher or form other learners (Richards et al., 2000)”, which describes the subjects involved in feedback and the purpose. In terms of the definition, feedback can be any information reflecting givers’ attitude and opinions on the results of learning.  
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2.2 Significance of Guided Peer Feedback 
In the strict sense, guided peer feedback is not a defined term but a compound word. The researcher adopts it here to distinguish it with peer feedback and emphasize that students need to be guided to participate in the activity of peer feedback. The process of guiding students is also training them, hence trained peer feedback is identical to guided peer feedback and they can be used interchangeably in this thesis.  Hansen,  J.  G.  and  J.  Liu  (2005)  stated  that  in  peer  feedback,  the  learners  are regarded as a source of information, taking the responsibility of teachers, to assess the compositions  of  peers  in  either  written  or  oral  form.  In  view  of  this,  students  are supposed to be able to give accurate and helpful feedback for correction or for reference as  teachers  do.  Here  comes  the  puzzle  that  whether  students  can  provide  such appropriate  feedback.  According  to  Ferris  (2003),  the  most  prominent,  which  were potential and actual problems identified by researchers, teachers and students, were that students writers did not know what to look for in their peer’s writing and could not give specific,  helpful  feedback or that they were either too  harsh or too  complimentary  in making comments.  
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Chapter Three   Research Design ...........25 
3.1 Research Questions ..........25 
3.2 Research Participants........25 
3.3 Research Instruments........26 
3.3.1 Pre-test and post-test.........26 
3.3.2 Three writing tasks ...........27 
3.3.3 Questionnaire...........27 
3.3.4 Interviews.......28 
3.4 Research Procedures.........29 
3.5 Ethical Issues of the Research....40 
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