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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