目的:研究在英语写作教学过程中发挥同伴反馈作用的效果。方法:选取二年级本科生70名,采用调查问卷、访谈等形式在课程开始前和结束后进行调研;调研结果采用Likert五级量表评分。结果:根据调研结果,提出4条适合中国学生同伴反馈的改进措施;运用于写作教学实践后,学生的学习兴趣得到增强、写作质量明显提高。结论:适合我国传统文化背景的同伴反馈有利于提高学生英语写作质量,培养自主学习能力。 Objective: To study the effect of peer feedback in English writing teaching. Methods: Seventy second year undergraduates were selected. The questionnaires and interviews were conducted before and after the beginning of the course. The results of the research were rated by Likert five scale. Results: According to the survey results, we put forward four improvement measures that are suitable for the feedback of Chinese students ’peer feedback. After applying it to writing teaching practice, the students’ interest in learning is enhanced and their writing quality is obviously improved. Conclusion: Peer feedback that is suitable for our country’s traditional culture helps to improve students’ English writing quality and cultivate autonomous learning ability.