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A Contrastive Study on the Effectiveness of Peer Feedback and Teacher Feedback in College English Writing Instruction

Author(s)

Binshi Wang*

Affiliation(s)

School of General Basic Education, Yunnan Open University, Kunming, Yunnan, China *Corresponding Author

Abstract

Amid the challenges of time-consuming and low-efficiency writing instruction in college English, optimizing feedback strategies is critical. This study aims to clarify the roles and effectiveness of peer feedback and teacher feedback, and provide empirical support for college English writing teaching. Sixty first-year vocational college students were divided into two groups: Group A (30 students, peer feedback) and Group B (30 students, teacher feedback). After pre-experiment training for Group A, both groups wrote essays, with feedback processes recorded and analyzed. Results show peer feedback boosts student participation and better improves essay content and structure (92.3% structure adoption rate, 61.4% content correct revision rate), while teacher feedback is more effective in enhancing linguistic quality (93% language adoption rate, 65.1% language correct revision rate). The study concludes that both feedback methods are indispensable, and teachers should combine them with proper training and grouping to optimize writing instruction.

Keywords

Writing Instruction in College English; Peer Feedback; Teacher Feedback

References

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