声明
摘要
Abstract
Content
Abbreviations
List of Tables and Figures
Chapter One Introduction
1.1 Background of the research
1.2 Significance of the research
1.3 Organization of the thesis
Chapter Two Literature Review
2.1 L2 writing instruction
2.1.1 Writing and its instruction
2.1.2 Process writing
2.1.3 Peer review
2.2 Zone of proximal development and scaffolding
2.2.1 Socioculture theory
2.2.2 ZPD
2.2.3 Scaffolding
2.3 Activity theory
2.4 Review of related studies
2.5 Summary
Chapter Three Research Design and Process
3.1 Research purposes and action timeline
3.2 Research questions
3.3 Participants and context
3.4 Peer review actions
3.4.1 Preparation
3.4.2 Action stage 1
3.4.3 Action stage 2
3.4.4 Ending stage
Chapter Four Data Collection and Analyses
4.1 Data collection
4.1.1 Collection of students’ peer reviews in various stages
4.1.2 Students’ compositions in various stages
4.1.3 Interviews
4.2 Data analyses
4.2.1 About students’ writing-reviewing abilities
4.2.2 About students’ English writing performance
Chapter Five Results and Discussion
5.1 Changes in students’ abilities of writing-reviewing
5.1.1 Changes in the focused aspects of peer review
5.1.2 Changes in students’ methods of peer review
5.1.3 Changes in the effectiveness of comments
5.2 Improvement of students’ English writing performance
5.2.1 Changes in the overall scoring
5.2.2 Changes in linguistic accuracy
5.2.3 Changes in linguistic complexity
5.2.4 Changes in fluency and efficiency of writing to convey ideas
Chapter Six Conclusion
6.1 Major findings
6.2 Other findings
6.3 Implications for education
6.4 Limitations of the research
6.5 Suggestions for further studies
Bibliography
Appendix
Acknowledgments