Author(s)

Yougen Lou^*, Zejuan Li, Ping Gong, Jianjun Liu^*

School of Foreign Studies, Yangtze University, Jingzhou City, China.

Peer feedback is a key to the quality of group work in foreign language classrooms. In order to better understand the use of peer feedback in writing, a fifteen-week study was conducted by combining peer feedback in group work with the internet-based language laboratory (IBLL). 80 non-English-majored graduates from Yangtze University participated in this study. 40 non-English-majored graduates in EG were randomly divided into 10 groups and one group member from every group was chosen as the leader in a group. Based on Scaffolding Instruction of Constructivism, this study chose three different tools-a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two tests and questionnaires were adopted to investigate the students’ views and attitude toward guided peer feedback in IBLL. We found: 1) the method of peer feedback in group work with support of IBLL could improve non-English-majored graduates’ writing ability; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined writing instruction through the data of questionnaires.

Guided Peer Feedback, Group Work, English Writing, Internet-Based Language Laboratory

Lou, Y. , Li, Z. , Gong, P. and Liu, J. (2016) A Study on Guided Peer Feedback in Group Work to Improve Non-English-Majored Graduates’ English Writing in Internet-Based Language Laboratory. Open Journal of Social Sciences, 4, 86-96. doi: 10.4236/jss.2016.410007.