Over the past 20 years,the development of writing pedagogy and research has transformed the traditional feedback mode,with teacher written feedback often complemented with peer feedback,oral conferences,and computer-mediated feedback.

This experiment, applying the methods of writing practice, class observation and questionnaire, explores whether the students′ peer feedback——often with more emphasis on language than on content, can be improved both qualitatively and quantitatively after some training.

This study is undertaken during a 16-week semester to investigate the effects of teacher feedback and peer feedback respectively in improving accuracy, fluency and complexity of Chinese college EFL learners writing and explore an effective approach of feedback in.

This study explored the role of QQ group chatting in online peer feedback.

In the last ten years there have appeared a number of studies on the effectiveness of different types of negative feedback on second language aquisition and the differences in learner uptake of feedback on different types of errors.

The ZPD theory provides a new approach for the research on fossilization and negative feedback,and will have more application in the field of second language acquisition.