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Ying, 2000).
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2.2 Theoretical Foundation of Peer-feedback
Peer feedback is based on the theory of cooperative learning. Cooperativelearning refers that students mixed into several groups according to gender or ability.There are 2 to 6 students in each group. Members of the group cooperate to mutualsupport and guidance and work together to learn the content that teachers arranged inevery class to achieve the desired objectives. And it is a kind of mutual learning thathas a clear division of responsibilities. It is based on the heterogeneous group as thebasic form, with the group performance and results as the evaluation of the teachingstrategy system.Zone of Proximal Development is also called Zone of Potential Development.The recent development zone divide individual development into two types: one is areflection of the individual existing level; the other is potential development level,which can achieve the problem-solving level in the guidance of the situation with thehelp of adults. The gap between the two levels, namely the individual level and ahigher level with others’ help can reach, is the recent development area.According to this thought, Vygotsky put forward 'teaching should go in the frontof the development'. Thus teaching has become a teaching which aims at reducing thedistance between potential and reality. In the process of teaching, develop thepotential ability into a realistic level, and then continue to create a new zone ofproximal development. In view of this concept, to a certain extent, the hiddenpotential ability of the individual can be measured through the guidance of teachers.And this guidance is to promote the overall development of the individual, increasethe knowledge and give the smallest impact to the students cognitive ability.Therefore, the teaching should focus on the recent development zone of students.After students master basic knowledge, provide students with tasks that has a certaindegree of difficulty, to stimulate students' desire for knowledge, mobilize theirenthusiasm and give to their fullest potential, so as to exceed their current level toreach the next level of development.
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Chapter 3 Research Design......... 12
3.1 Research Questions..........12
3.2 Research Subjects.............12
3.3 Research methods.............13
3.4 Research Instruments....... 13
3.4.1 Questionnaires.......13
3.4.2 Interview.... 14
3.4.3 Tests............14
3.5 Research Procedures........ 15
3.7 Data collection...... 18
3.8 Data analysis......... 18
Chapter 4 Results and Discussions........20
4.1 Improving students’ writing interest by trained group peer-feedback..........20
4.2 Improving students’ writing ability by trained group peer-feedback........... 25
Chapter 5 Conclusions......30
5.1 Major Findings......30
5.2 Implications...........30
5.3 Limitations of the Study..............31
5.4 Suggestions........... 32

Chapter 4 Results and Discussions

This chapter discusses the results of the experiment with sufficient analysisbased on the data obtained from questionnaires, interview and tests.The whole chapter can be divided into two parts and each of them offers theanswer to one of the research questions. In each part, in order to produce morereliable findings, the author combined the analysis of quan