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【Abstract】When it comes to assessing students’ writing in EFL contexts especially in traditional teacher-centered classrooms， teacher feedback is dominant and helps to improve effectively the students writing skills. Meanwhile， the incorporation of peer feedback can lead to enhancement of students’ critical thinking， effective learning and interaction. The study advises an integration of teacher feedback and peer feedback in college EFL writing classes.
【Key words】Teacher feedback； Peer feedback； EFL Writing； Integration
1. Introduction
It is generally acknowledged that writing is one of the most important language skills as well as the weakness of most learners who are learning English as a foreign language （thereafter EFL）. In order to improve students’ writing proficiency， providing feedback is necessarily applied by EFL writing teachers， while responding to students’ writing is a challenging and time-consuming task. Therefore， other than teacher assessment or feedback， alternative assessments， such as peer assessment or feedback is widely utilized in the EFL writing classes to assess students effectively.
1.1 Definition of feedback and alternative assessment
Feedback can be defined as： “comments or information learners receive on the success of a learning task either from the teacher or from other learners” （Richard et al， 1998）. Van Gennip et al （2009） defined it as： “information that is given to the learner about his or her performance of a learning task， usually with the objective of improving this performance.” Nation （2009） classifies feedback from the aspects of source， mode， size and form. As to the source of feedback， he means whether the feedback is given by teacher， peer， or self， thus there are teacher feedback， peer feedback and self-feedback.
Traditionally， teachers alone would assess the learners’ writing， and there was no place for learners to make assessments， which can result in potentially biased evaluations. As a result of attempts to overcome the limitations of teacher assessments， alternative assessment， such as self-assessments and peer assessments， have been the focus of increasing interest in the field of education （Hargreaves， Earl
【Key words】Teacher feedback； Peer feedback； EFL Writing； Integration
1. Introduction
It is generally acknowledged that writing is one of the most important language skills as well as the weakness of most learners who are learning English as a foreign language （thereafter EFL）. In order to improve students’ writing proficiency， providing feedback is necessarily applied by EFL writing teachers， while responding to students’ writing is a challenging and time-consuming task. Therefore， other than teacher assessment or feedback， alternative assessments， such as peer assessment or feedback is widely utilized in the EFL writing classes to assess students effectively.
1.1 Definition of feedback and alternative assessment
Feedback can be defined as： “comments or information learners receive on the success of a learning task either from the teacher or from other learners” （Richard et al， 1998）. Van Gennip et al （2009） defined it as： “information that is given to the learner about his or her performance of a learning task， usually with the objective of improving this performance.” Nation （2009） classifies feedback from the aspects of source， mode， size and form. As to the source of feedback， he means whether the feedback is given by teacher， peer， or self， thus there are teacher feedback， peer feedback and self-feedback.
Traditionally， teachers alone would assess the learners’ writing， and there was no place for learners to make assessments， which can result in potentially biased evaluations. As a result of attempts to overcome the limitations of teacher assessments， alternative assessment， such as self-assessments and peer assessments， have been the focus of increasing interest in the field of education （Hargreaves， Earl