Title Page
ABSTRACT
Contents
CHAPTER 1. INTRODUCTION 13
1.1. Background of Research 13
1.2. The Statement of Problem 16
1.3. The Significance of Research 18
1.4. The Purpose of Research 21
1.5. The Organization of Research 22
CHAPTER 2. LITERATURE REVIEW 24
2.1. The Construct of English Writing 24
2.1.1. Definition of English Writing 24
2.1.2. Significance of Writing Feedback 28
2.2. Previous Research on English Writing Feedback 33
2.2.1. Automatic Feedback 33
2.2.2. Peer Feedback 44
2.2.3. Self-feedback 53
2.2.4. Teacher-student Collaborative Assessment (TSCA) 60
2.3. Summary 65
CHAPTER 3. METHODOLOGY 67
3.1. Design of Study 67
3.2. Participants 68
3.2.1. Students 68
3.2.2. Raters 69
3.3. Materials 69
3.3.1. Proficiency Test 69
3.3.2. English Writing Tasks 70
3.3.3. Scoring Criteria 71
3.3.4. Juku Scoring System 73
3.3.5. Peer Feedback Checklist 74
3.3.6. Self-feedback Checklist 75
3.3.7. Interview 76
3.3.8. Questionnaires 77
3.4. Procedures 79
3.5. Data Collection and Analysis Instruments 83
3.5.1. Analysis of Proficiency Test 83
3.5.2. Analysis of Writing Tasks (Including pre- and post-test) 84
3.5.3. Analysis of Interview and Questionnaires 84
CHAPTER 4. RESULTS AND DISCUSSIONS 86
4.1. Writing Tasks Results (Including pre/post-test) 88
4.1.1. The Results of Pre-test 88
4.1.2. The Results of Post-test 90
4.1.3. The Comparison of Pre-test and Post-test 91
4.1.4. The Influence of Different Feedback Methods on Students' English Writing Performance 93
4.2. The Interaction Effect Between Students' English Level and Feedback Types 95
4.2.1. The Results of Proficiency Test 95
4.2.2. The Influence of Different Proficiency Levels on Students' English Writing Scores 97
4.2.3. The Interaction Effect Between Students' English Proficiency Levels and Feedback Types 99
4.3. Interview Results 100
4.4. Questionnaires Results 104
4.4.1. The Results of Questionnaire 1 104
4.4.2. The Results of Questionnaire 2 107
4.5. Summary 110
CHAPTER 5. CONCLUSION AND SUGGESTIONS 112
5.1. Reviews and Findings 112
5.2. Implications 116
5.3. Limitations and Suggestions 118
REFERENCES 120
국문초록 134
Appendices 136
Appendix I. Proficiency Test 136
Appendix II. English Writing Tasks 146
Appendix III. Peer Feedback Checklist 147
Appendix IV. Self-Feedback Checklist 148
Appendix V. Interview 149
Appendix VI. Questionnaires 150
Table 1. Summary of Previous Research on English Writing 25
Table 2. Summary of Previous Research on English Writing Feedback 29
Table 3. Summary of Previous Research on Automatic Feedback 35
Table 4. Summary of Previous Research on Peer Feedback 45
Table 5. Summary of Previous Researches on Self-feedback 54
Table 6. Participants' Profile 68
Table 7. Procedure of Experiment 80
Table 8. The Descriptive Statistics of Pre-test 89
Table 9. Results of Pre-test by One-way ANOVA 89
Table 10. The Descriptive Statistics of Post-test 90
Table 11. The Comparison of Pre-test and Post-test 91
Table 12. The Influence of Different Groups on Students' English Writing Performance 93
Table 13. The Post-hoc of Different Groups 94
Table 14. The Descriptive Statistics of Proficiency Test 95
Table 15. The ANOVA Results of the English Proficiency Test 96
Table 16. The Independent Sample T-test Results of the English Proficiency Test 97
Table 17. The Influence of Different Proficiency Levels on Students' English Writing Scores 98
Table 18. The Interaction Effect of Different Feedback Types and Proficiency Levels 99
Table 19. The One-way ANOVA Results of Questionnaire 1 105
Table 20. The Results of Questionnaire 2 108
Figure 1. Cognitive Process Theory 26
Figure 2. Scoring Criteria of English Writing 72
Figure 3. The Screenshots of Juku 74
Figure 4. Students' Peer Feedback Checklist 75
Figure 5. Students' Self-feedback Checklist 76
Figure 6. Key Words Cloud (Chinese & English versions) 101
Figure 7. Word Frequency of Students' Answers(Chinese & English versions) 101
Figure 8. Interview Record (Chinese & English versions) 102