• <tr id="yyy80"></tr>
  • <sup id="yyy80"></sup>
  • <tfoot id="yyy80"><noscript id="yyy80"></noscript></tfoot>
  • 99热精品在线国产_美女午夜性视频免费_国产精品国产高清国产av_av欧美777_自拍偷自拍亚洲精品老妇_亚洲熟女精品中文字幕_www日本黄色视频网_国产精品野战在线观看 ?

    A Comparative Study on the Effects of Two Modes of Internet-based Feedback in EFL Writing Settings

    2021-01-11 03:08:28

    College of Foreign Languages Studies,Xinjiang University,Xinjiang,China Email:1492818555@qq.com

    [Abstract]This study aims to compare the effects of using online Automated Writing Evaluation(AWE)and contentbased peer feedback using email on EFL Writing.An experimental study with two groups was conducted for 16 weeks among the first-year non-English majors to explore the impacts of two modes of internet-based feedback.The findings reveal that peer email feedback contributes more to students’motivation and engagement,compared with the AWE feedback,thus generating more significant impact on the development of college students’EFL writing performance.It is hoped that the study helps both teachers and students better understand the nature of writing and produces implications for the current Chinese EFL writing instruction.

    [Keywords]Automated Writing Evaluation(AWE);peer email feedback;EFL writing

    Introduction

    EFL writing is playing a vital role in such an increasingly byte-sized world with the globalization background.Writing ability is clearly required and described in“China Standards of English”(2018).In ESL/EFL teaching and research,performance in writing has been a key indicator of learners’language proficiency.While EFL writing has become a headache for both teachers and students,and Chinese EFL writers are reported being weak in content organization(Wang,2005).

    In the era of“Internet +”,the traditional college English writing teaching model cannot meet the requirements of contemporary college students any more.The Ministry of Education(2017)also emphasized the necessity of applying information technology in College English teaching.The epidemic COVID-19 makes online education a phenomenon not only in China but around the world since the early spring of 2020.Network-based writing teaching,then,is the“new normal”.For lack of time for writing class,feedback is crucial in improving non-English majors’EFL writing.Using internet-based feedback has been of a great help.

    Literature Review

    Feedback

    As a key process in L2 writing and a central part of teachers’instructional repertories,feedback has taken on various forms over the past decades(Hyland & Hyland,2019; Lee,2017).From product-oriented feedback to content-focused process-oriented,from peer- feedback to self-evaluation(Lee,Mak & Yuan,2019).The studies yield inconsistent findings regarding the impact of computer-mediated communication(CMC)mode on the quality of peer feedback and text revisions(Yu&Lee,2016)in ESL/EFL writing contexts.The previous studies of feedback fall in 5 categories:(1)who responds? Is it peer response,teacher response or teacher-peer response?(2)How do they respond? Written feedback,face-to-face conferences,or some other format,e.g.using web.(3)What do they respond to? Content,form or both?(4)When do they respond? Between drafts or on the final draft?(5)Where do they respond?Between lines,in the margins or at the end?The last set of studies centers on investigating students’attitudes towards different types of response.The most controversial issue is the effectiveness of different types of response.

    Automated Writing Evaluation(AWE)

    Research followed in the Mid-90s when some typical AWE software were then applied in English writing teaching.Tang & Wu(2011)reviewed research on using online AWE in the classroom.Wang(2017)and Li & Zhong(2017)researched on the impacts of AWE on EFL students’writing proficiency.Most of the studies(e.g.Warschauer& Grimes,2008)focus on the application of AWE to the classroom teaching,including some empirical studies and the findings are positive in improving students’writing performance but with some challenges.

    Comparative Studies on Different Modes of feedback

    In the 1990s,feedback using email and BBS or Internet chat sites was popular.Most of the studies compared the effects of the two modes of feedback,either traditional or computer-mediated,focusing on students’writing apprehension,quality,and improvement or peer-response length,peer interaction types,and their influences on the revision.Ho and Savignon(2007)stressed the importance of using a combination of the two modes of peer feedback activities into classroom practice.ESL/EFL professionals in this field found no satisfying answer to the value of using the technology in the peer-feedback writing classes(Lee,2016).Little research has been done on comparing automated feedback and peer feedback using email through quantitate and qualitative studies.

    Methodology

    Research Context

    As Epictetus put it,“if you wish to be a good writer,write.”Wang(2016)proposes the“Learn-Together-Use-Together”model after advocating write-to-learn with the L2-facilitating factors as its theoretical underpinning,i.e.communicative intention,interactive alignment and comprehension and production.Sato & McDonough(2019)finds that contextualized practice makes foreign language learners’spontaneous use more accurate.

    This empirical study is to examine the different impacts of two modes of feedback by adopting a content-based peer email response in authentic writing and feedback using AWE system in two groups.It lasts a whole academic year.Tests,questionnaires,interviews and students’written drafts are used for data collection to respond to the following research questions:

    1.Is peer email feedback more effective in EFL writing than automated feedback?

    2.In which aspect is peer email feedback more effective in improving students’writing proficiency?

    3.Which mode contributes more to students’motivation and engagement in EFL writing?

    Design and Participants

    The study involves 4 classes(taught by the researcher)from 4 different colleges,two classes serving as Group1— email feedback(N=83)and two as Group 2 — automated feedback(N=63).All the four classes complete a pre-test and a delayed post-test.Between the two tests,the participants in Group1 use AWE feedback while those in Group 2 finish their writing assignments by responding to emails with their pen pals.

    The participants consisted of 146 students from different majors(male 94,female 52)They were all Grade 2019 undergraduates and of engineering background.They were between 18 and 20 years old and were from different cities,towns or villages around China.They were all in their first year of taking college English course.

    Pilot Study and Instrument

    Prior to the real study,a pilot study was conducted in the first semester of 2019-2020 Academic year to examine the validity and reliability of the test instrument and capture the tendency of the program’s effects on students’EFL writing.

    A writing test was written based on Liu & Han’s study(1999),with main discourse features required in a text with overall quality,comprising 7 large items under 3 parts.The Cronbach alpha is reported as 0.895 in the post-test after adjustment in difficulty of some items,numbers or scores.The Rating scale is developed based on language testing theory and Chiang’s(2003)study to assess students’written work and reports a=0.913.The favorable results tell that the post-test paper in the pilot study can be used as the test instrument for the real empirical research.

    The questionnaire was developed based on Yoshiyuki’s(2006)study investigate intrinsic motivation(8 items),beliefs(6 items),efforts(3 items),strategies(2 items),anxiety(1 item)and extrinsic motivation(1item).This is of a 5-point Linkert scale ranging from completely disagreement(1point)to completely agreement(5points).The higher score the students get,the higher the level their motivation and engagement.After removing those right-skewed items(ceiling effect revealed by the mean and standard deviation),a Cronbach alpha to check the internal consistency was computed for the 10 items and a satisfactory score of 0.911 was obtained,which means the reliability of the questionnaire instrument is ensured.

    Treatment and Data Collection

    Treatment for Group 1.

    1.The researcher and students register in an AWE network.

    2.The researcher uploads the requirements of the composition needed to be written by students every two weeks.

    3.The students write compositions according to the requirements.Then they submit the compositions within the required time.

    4.The system offers students holistic score,general comment and diagnostic feedback immediately on spelling,grammar,word usage or collocation existing in the sentence.

    5.The students can correct their compositions repetitively within the required time.

    6.The researcher comments on students’writing on some typical problems in class.

    Treatment for Group 2.

    1.The researcher match the students in two classes randomly as pen pals who exchange their own email box and write a letter introducing themselves and anything they like to write.

    2.Pen pals exchange emails freely with a writing task as the main content every two weeks.

    3.From Week 1 to Week 4,the researcher doesn’t read students’letters and let them know it.

    4.From Week 5 to Week 8,the researcher reads some emails without correcting errors,gives a general comment on the content and emphasizes the coherence in their letters.

    5.From Week 9 to Week 13,the researcher underlines impressive sentences in the emails and explains typical linguistic errors in class,leaving them corrected by students themselves.

    6.From Week 14 to Week 16,the students read their satisfying sample letters in class.

    Data Collection.

    Each participant took the pre-test before the experiment and the post-test after 16 weeks’program.The test scores were anonymously obtained by two English teachers rating the composition(one native English speaker and the other non-native speaker).the Person Product Correlation is r=95.1 for the two sets of scores,and the average scores are taken as the final ones.In addition,documents of students’written drafts and 135 valid questionnaires(60 from Group1and 75 from Group 2)were collected to analyze the effects of the different modes of response on students’writing performance and writing motivation.An interview was conducted among 4 students randomly chosen from either group.

    Results and Discussion

    Effects on Writing Proficiency

    The results of Independent Samples Tests show that there is no significant difference between the two groups before and after the intervention in the pilot study with M=59.000(S.D.= 8.109)in the post-test of Group1,M=60.135(S.D.= 8.797)in Group 2,and P=0.546>0.05.It indicates that one semester’s training does not work out significant difference in students’writing in both groups.But,in the post-test of the real study in the second semester,the results display distinct difference with M=60.538(S.D.=8.863)in Group1,M=68.157(S.D.=10.175)in Group 2 and P=0.006>0.05.Thus,we may accept peers email feedback is more effective than the automated feedback.

    The descriptive statistics of the three parts of the post-test scores for two groups reveal no significant effect on morphology but more positive effect on coherence(p=0.010461<0.05)and syntax(p=0.026901<0.05)in Group 2.In other words,content-focused email response is more effective in improving coherence,and at the same time does help to improve syntax.And Table 1 shows significant differences in both coherence and syntax at 0.000 level and 0.002 level,i.e.the students in Group 2 improve more significantly in constructing a coherent text than in other aspects.

    Table 1.Comparison in three parts of the writing tests in Group 2

    Some sample writings of different levels(good and poor)are randomly selected respectively from 2 groups.It’s found that students in Group 2 have a better control in introducing the topic,elaborating and supporting the view,logic and transition and using cohesive structure.This result echoes previous studies(e.g.Jones et al.,2006)on the effects of CMC peer feedback,i.e.providing opportunities for meaning negotiation and interaction in a less threatening environment,and enable students to offer feedback focusing on content and text structure.

    Effects on Writing Motivation and Engagement

    The data in Independent Samples Test of questionnaires shows that three items are significantly different between two groups at 0.000 level(intrinsic motivation),at 0.046 level(language use anxiety)and at 0.001 level(language leaning belief).It implies that after 16 weeks’intervention,more students in Group 2 hold positive attitude towards English writing and students gain more confidence in English writing than those with automated feedback.More appreciable answers in Item 5 indicate more awareness in self-editing in peer email response; most students from both groups don’t like finishing writing composition tasks;some in Group 2 are not satisfied,for they have doubt about whether they can achieve accuracy without teacher’s corrective feedback.This may partly explain why it received a lower mean score than Group1 in Item 9.

    Data also reveals that the students’writing frequency(2.8/per week)and average length of their written work(290 words)in Group 2 nearly doubled those in Group 1(1.5/per week and about 150 words).Most of them(58.15%)in Group1 write to finish homework,while nearly half of the students(47.29%)in Group 2 write out of their own will.Furthermore,over 80% of the students in both groups choose emails or journals as their favorite writing styles because they can write whatever they like and especially express their understanding of life freely.

    According to the interview about students’comments on feedback,AWE feedback is quick but general,more on grammar and vocabulary but less on the organization and content,and students often feel puzzled how to revise the writing even with the suggestion.They sometimes doubt the bugs in machine and hesitate to respond and prefer teacher’s feedback.Students in Group 2 found they were curious and even excited when receiving peer’s email and can’t wait to respond immediately,agree,disagree or debate and they feel free to express themselves and at ease to write more and fluently with new ideas.It’s time-consuming but relaxing.

    Conclusion

    The findings of the experimental study in EFL settings demonstrate positive effects of peer email-exchange activities on their writing performance and more improvement in coherence and organization.The results of the investigation show that students are more motivated and engaged in peer email feedback than those in automated feedback.The task of writing emails of honest praise or criticism hoping for a response often increases students’desire to convey their meanings,thus realizing a real communication through writing.This echoes previous studies(Belisle,1996;Gu,1998)on using email in English writing that students are more likely to have new ideas and complete a qualified essay through collaborative questioning,suggesting,commenting and editing.And it may touch a fundamental issue that faces L2 teaching(Wang,2020)on how to help learners get over learning difficulty,i.e.appropriately mapping language onto fluid dynamic ideas.In order to discover whether the improvement of students’writing proficiency follows the increased writing quantity with longer intervention and what detailed changes occur in peers’negotiations,longitudinal studies and formative assessment are required.

    Acknowledgments

    The author is a part-time researcher at Xinjiang Center for Comparative Studies of Chinese and Foreign Cultures&Intercultural Communication Research.

    The research is funded by College of Foreign Languages in Xinjiang University(WY20161208,WY20171202,WY20191203),Xinjiang University(50012000108)and by Xinjiang Center for Comparative Studies of Chinese and Foreign Cultures&Intercultural Communication Research(010716C03).

    真实男女啪啪啪动态图| 久久天躁狠狠躁夜夜2o2o| 老司机在亚洲福利影院| 亚洲在线自拍视频| 成人精品一区二区免费| 韩国av一区二区三区四区| 黑人操中国人逼视频| 欧美日本视频| 老熟妇乱子伦视频在线观看| 中文亚洲av片在线观看爽| 一进一出抽搐gif免费好疼| 成人特级黄色片久久久久久久| 久久久久久人人人人人| ponron亚洲| 小说图片视频综合网站| 国产亚洲精品综合一区在线观看| 午夜福利成人在线免费观看| 精品久久蜜臀av无| 亚洲人成伊人成综合网2020| 成年免费大片在线观看| 亚洲一区高清亚洲精品| 欧美另类亚洲清纯唯美| 欧美中文综合在线视频| 国产又黄又爽又无遮挡在线| 看片在线看免费视频| 国产伦在线观看视频一区| 国产精品乱码一区二三区的特点| 成人一区二区视频在线观看| 久久人妻av系列| 性欧美人与动物交配| 欧美丝袜亚洲另类 | 制服丝袜大香蕉在线| cao死你这个sao货| 日韩高清综合在线| 欧美日韩一级在线毛片| 欧美黄色淫秽网站| 亚洲国产中文字幕在线视频| 国产精品亚洲av一区麻豆| 在线观看日韩欧美| 综合色av麻豆| 亚洲国产欧洲综合997久久,| 琪琪午夜伦伦电影理论片6080| av在线天堂中文字幕| 日日干狠狠操夜夜爽| 午夜免费激情av| 女警被强在线播放| 成人亚洲精品av一区二区| 国产aⅴ精品一区二区三区波| 精品久久久久久久人妻蜜臀av| 久久久久国产精品人妻aⅴ院| 国产午夜福利久久久久久| 国产男靠女视频免费网站| 男女下面进入的视频免费午夜| 伊人久久大香线蕉亚洲五| 精品熟女少妇八av免费久了| 亚洲aⅴ乱码一区二区在线播放| 女生性感内裤真人,穿戴方法视频| 久久久国产精品麻豆| а√天堂www在线а√下载| 午夜福利在线观看吧| 欧美色视频一区免费| e午夜精品久久久久久久| 日韩欧美在线二视频| 窝窝影院91人妻| 亚洲午夜精品一区,二区,三区| 色哟哟哟哟哟哟| 天天躁狠狠躁夜夜躁狠狠躁| 黄色视频,在线免费观看| 免费搜索国产男女视频| 久久久水蜜桃国产精品网| 最新中文字幕久久久久 | 波多野结衣巨乳人妻| 亚洲国产欧美网| 老司机在亚洲福利影院| 老熟妇仑乱视频hdxx| 亚洲av成人不卡在线观看播放网| 亚洲国产精品sss在线观看| 国产精品久久久久久精品电影| 亚洲无线在线观看| 91久久精品国产一区二区成人 | 偷拍熟女少妇极品色| 精品无人区乱码1区二区| 一区二区三区国产精品乱码| 欧美av亚洲av综合av国产av| 麻豆av在线久日| 久久国产精品人妻蜜桃| 成人国产一区最新在线观看| 51午夜福利影视在线观看| 婷婷丁香在线五月| 国产免费av片在线观看野外av| 成人特级av手机在线观看| 国产精品美女特级片免费视频播放器 | www日本在线高清视频| 巨乳人妻的诱惑在线观看| 亚洲av熟女| 美女扒开内裤让男人捅视频| 国产99白浆流出| 女生性感内裤真人,穿戴方法视频| 三级毛片av免费| 99久久99久久久精品蜜桃| 最好的美女福利视频网| 老鸭窝网址在线观看| 亚洲第一电影网av| 国产午夜福利久久久久久| 国产成人福利小说| 精品久久蜜臀av无| 精品国产超薄肉色丝袜足j| 国产欧美日韩精品亚洲av| 亚洲成人久久爱视频| 亚洲成av人片在线播放无| 国产精品一区二区三区四区免费观看 | 99久国产av精品| 欧美最黄视频在线播放免费| 免费无遮挡裸体视频| 人妻夜夜爽99麻豆av| 美女大奶头视频| 亚洲精品美女久久av网站| 欧美zozozo另类| x7x7x7水蜜桃| 日本一本二区三区精品| 又黄又粗又硬又大视频| 亚洲精品在线美女| 国产成人系列免费观看| 亚洲精品粉嫩美女一区| 久久天躁狠狠躁夜夜2o2o| 成人三级做爰电影| 全区人妻精品视频| 中文字幕熟女人妻在线| www国产在线视频色| 婷婷精品国产亚洲av| 美女高潮喷水抽搐中文字幕| 在线观看免费午夜福利视频| 色老头精品视频在线观看| 日韩欧美一区二区三区在线观看| 黄色片一级片一级黄色片| 9191精品国产免费久久| 91麻豆精品激情在线观看国产| 观看美女的网站| 午夜福利成人在线免费观看| 午夜视频精品福利| 最近最新中文字幕大全免费视频| 人妻丰满熟妇av一区二区三区| 又粗又爽又猛毛片免费看| 18禁美女被吸乳视频| 国内久久婷婷六月综合欲色啪| 成人特级黄色片久久久久久久| 国产高清视频在线观看网站| 精品久久久久久久末码| tocl精华| www.精华液| 99久久精品一区二区三区| www日本在线高清视频| 一进一出抽搐gif免费好疼| 九九久久精品国产亚洲av麻豆 | 99久久精品国产亚洲精品| 亚洲av成人精品一区久久| 欧美日韩精品网址| 国产一区在线观看成人免费| 国产成人福利小说| 日韩高清综合在线| 亚洲国产精品久久男人天堂| 国产成+人综合+亚洲专区| 精品人妻1区二区| 国产亚洲欧美在线一区二区| 1024手机看黄色片| 国内精品久久久久精免费| 国产一级毛片七仙女欲春2| 国产黄a三级三级三级人| 成人鲁丝片一二三区免费| 一个人看的www免费观看视频| 亚洲国产欧洲综合997久久,| 精品午夜福利视频在线观看一区| 12—13女人毛片做爰片一| 免费观看人在逋| 国产av一区在线观看免费| 亚洲专区中文字幕在线| 18美女黄网站色大片免费观看| 可以在线观看毛片的网站| 搡老岳熟女国产| 18美女黄网站色大片免费观看| 丁香六月欧美| 巨乳人妻的诱惑在线观看| 给我免费播放毛片高清在线观看| 亚洲av成人一区二区三| 五月玫瑰六月丁香| 精品午夜福利视频在线观看一区| 男人舔女人的私密视频| 日韩高清综合在线| www日本在线高清视频| 欧美黑人欧美精品刺激| 欧美中文综合在线视频| 日本免费一区二区三区高清不卡| 最近最新中文字幕大全免费视频| 亚洲国产中文字幕在线视频| 又黄又爽又免费观看的视频| 欧美一区二区国产精品久久精品| 观看免费一级毛片| av国产免费在线观看| 成年人黄色毛片网站| 中文资源天堂在线| 十八禁网站免费在线| 美女高潮的动态| 少妇熟女aⅴ在线视频| 身体一侧抽搐| 老汉色∧v一级毛片| 黄色 视频免费看| 一二三四社区在线视频社区8| 好男人在线观看高清免费视频| 九色国产91popny在线| h日本视频在线播放| 亚洲国产精品sss在线观看| 一个人免费在线观看电影 | 欧美+亚洲+日韩+国产| 19禁男女啪啪无遮挡网站| 国产高清有码在线观看视频| 在线看三级毛片| 国产精品亚洲美女久久久| 亚洲美女黄片视频| 香蕉丝袜av| 久久精品国产99精品国产亚洲性色| 亚洲自偷自拍图片 自拍| 2021天堂中文幕一二区在线观| 免费大片18禁| 精品久久蜜臀av无| 国产三级中文精品| 成年人黄色毛片网站| 天天一区二区日本电影三级| 久久久国产精品麻豆| 国产高清videossex| 午夜福利在线在线| 1024手机看黄色片| 免费av不卡在线播放| 视频区欧美日本亚洲| 国内久久婷婷六月综合欲色啪| 亚洲专区中文字幕在线| 男人和女人高潮做爰伦理| 超碰成人久久| a级毛片a级免费在线| 国产又黄又爽又无遮挡在线| 热99在线观看视频| 国产v大片淫在线免费观看| 1000部很黄的大片| 丝袜人妻中文字幕| 欧美日韩精品网址| 国产精品自产拍在线观看55亚洲| 免费观看精品视频网站| 久久中文看片网| 久久草成人影院| av在线蜜桃| 欧美激情在线99| 亚洲av中文字字幕乱码综合| 美女高潮喷水抽搐中文字幕| 在线播放国产精品三级| 国产真人三级小视频在线观看| 欧美日韩一级在线毛片| 欧美日韩黄片免| 在线观看日韩欧美| 亚洲va日本ⅴa欧美va伊人久久| 国产午夜精品久久久久久| 夜夜夜夜夜久久久久| 91九色精品人成在线观看| 国产精品免费一区二区三区在线| 亚洲人成伊人成综合网2020| 中文资源天堂在线| av欧美777| 婷婷精品国产亚洲av在线| 欧美日韩瑟瑟在线播放| 男女那种视频在线观看| 亚洲中文字幕日韩| 中文字幕熟女人妻在线| 黄片小视频在线播放| 欧美一区二区国产精品久久精品| 国产日本99.免费观看| 一级毛片精品| 少妇人妻一区二区三区视频| 国产亚洲av嫩草精品影院| 中文字幕高清在线视频| 在线视频色国产色| www.www免费av| 99国产精品99久久久久| 精品久久久久久,| 九色成人免费人妻av| 欧美中文日本在线观看视频| 精品福利观看| 天堂动漫精品| 国产亚洲av嫩草精品影院| 人人妻人人看人人澡| 91av网一区二区| 18禁美女被吸乳视频| 成熟少妇高潮喷水视频| 亚洲午夜理论影院| 亚洲真实伦在线观看| 69av精品久久久久久| 一卡2卡三卡四卡精品乱码亚洲| 久久国产精品影院| 亚洲国产欧洲综合997久久,| xxxwww97欧美| 亚洲午夜精品一区,二区,三区| 91麻豆精品激情在线观看国产| 一级作爱视频免费观看| 国产熟女xx| 男女做爰动态图高潮gif福利片| 黄片大片在线免费观看| 小蜜桃在线观看免费完整版高清| 亚洲国产精品sss在线观看| 国产精品久久视频播放| 亚洲精品一卡2卡三卡4卡5卡| 性色av乱码一区二区三区2| 中文字幕av在线有码专区| 99精品欧美一区二区三区四区| 高清在线国产一区| 久久精品国产亚洲av香蕉五月| 久久久国产成人精品二区| 久久久久久九九精品二区国产| www.www免费av| 成年版毛片免费区| 天天躁日日操中文字幕| 白带黄色成豆腐渣| 搡老妇女老女人老熟妇| 99久久99久久久精品蜜桃| 亚洲精品国产精品久久久不卡| 淫妇啪啪啪对白视频| 18禁国产床啪视频网站| 制服人妻中文乱码| 久久精品国产清高在天天线| 亚洲欧洲精品一区二区精品久久久| 午夜a级毛片| 91麻豆av在线| 在线观看一区二区三区| 国产成人啪精品午夜网站| 欧美在线黄色| 一卡2卡三卡四卡精品乱码亚洲| 在线视频色国产色| 99久久综合精品五月天人人| 国产又色又爽无遮挡免费看| 精品99又大又爽又粗少妇毛片 | 69av精品久久久久久| 特级一级黄色大片| 91在线精品国自产拍蜜月 | 在线视频色国产色| 99久久综合精品五月天人人| 色噜噜av男人的天堂激情| 最新在线观看一区二区三区| 午夜福利18| 亚洲人成伊人成综合网2020| 女人高潮潮喷娇喘18禁视频| av片东京热男人的天堂| 久久久国产欧美日韩av| 久久精品国产99精品国产亚洲性色| 日本与韩国留学比较| 99久久精品国产亚洲精品| 国产精品久久久久久亚洲av鲁大| 桃色一区二区三区在线观看| 亚洲国产精品999在线| 国产精品亚洲av一区麻豆| 免费看a级黄色片| 午夜精品在线福利| 免费在线观看视频国产中文字幕亚洲| 亚洲自拍偷在线| 久久香蕉精品热| 亚洲国产欧洲综合997久久,| 很黄的视频免费| 亚洲最大成人中文| 久久久久久国产a免费观看| 色尼玛亚洲综合影院| 黄色 视频免费看| 噜噜噜噜噜久久久久久91| 桃色一区二区三区在线观看| 麻豆成人av在线观看| 亚洲无线在线观看| 久久国产精品人妻蜜桃| 无遮挡黄片免费观看| 成年人黄色毛片网站| 757午夜福利合集在线观看| 麻豆国产97在线/欧美| 成熟少妇高潮喷水视频| 国产爱豆传媒在线观看| 国产精品久久久久久人妻精品电影| 免费在线观看日本一区| 亚洲片人在线观看| 国产成人av教育| 婷婷精品国产亚洲av| 淫秽高清视频在线观看| 伦理电影免费视频| 日韩欧美一区二区三区在线观看| 日本一本二区三区精品| 哪里可以看免费的av片| 亚洲av成人一区二区三| 国产精品精品国产色婷婷| 91在线观看av| 亚洲七黄色美女视频| 日韩国内少妇激情av| 欧美zozozo另类| 黄色日韩在线| 午夜精品在线福利| 成人国产一区最新在线观看| 非洲黑人性xxxx精品又粗又长| 婷婷精品国产亚洲av在线| 色视频www国产| 亚洲国产精品999在线| 成人三级做爰电影| 国产精品一及| 可以在线观看毛片的网站| 欧美一区二区国产精品久久精品| 国产精品亚洲美女久久久| 狠狠狠狠99中文字幕| 又黄又爽又免费观看的视频| 又大又爽又粗| 国内精品美女久久久久久| 精品熟女少妇八av免费久了| 人人妻,人人澡人人爽秒播| xxxwww97欧美| 午夜福利欧美成人| 最新美女视频免费是黄的| 波多野结衣高清作品| 免费一级毛片在线播放高清视频| 成在线人永久免费视频| 成人国产综合亚洲| 久久久久九九精品影院| 999久久久国产精品视频| 三级毛片av免费| 午夜福利18| 欧美极品一区二区三区四区| 一进一出好大好爽视频| 可以在线观看毛片的网站| or卡值多少钱| 麻豆一二三区av精品| 国产精品一及| 中文字幕久久专区| 成在线人永久免费视频| 国产1区2区3区精品| 97超视频在线观看视频| 成人欧美大片| 叶爱在线成人免费视频播放| 国语自产精品视频在线第100页| 日本一二三区视频观看| 每晚都被弄得嗷嗷叫到高潮| 日本黄色片子视频| 久久精品aⅴ一区二区三区四区| 午夜两性在线视频| 国产精品久久久av美女十八| 精品熟女少妇八av免费久了| 日韩中文字幕欧美一区二区| cao死你这个sao货| 亚洲一区二区三区不卡视频| 视频区欧美日本亚洲| 精品一区二区三区av网在线观看| 久久精品夜夜夜夜夜久久蜜豆| 国内精品久久久久久久电影| 日本黄色视频三级网站网址| 国产精品久久久久久人妻精品电影| 看黄色毛片网站| 亚洲精品色激情综合| 亚洲欧洲精品一区二区精品久久久| 久久这里只有精品中国| 99久久综合精品五月天人人| 午夜福利18| 99久久精品国产亚洲精品| 男人舔奶头视频| 香蕉国产在线看| 亚洲专区国产一区二区| 男插女下体视频免费在线播放| 麻豆久久精品国产亚洲av| 国产日本99.免费观看| 少妇丰满av| 欧美大码av| 哪里可以看免费的av片| 又黄又粗又硬又大视频| 俺也久久电影网| 男人舔女人的私密视频| 成人三级做爰电影| 亚洲国产欧洲综合997久久,| 亚洲无线观看免费| 久久久久国内视频| www.自偷自拍.com| 精品久久久久久成人av| 中文字幕人妻丝袜一区二区| 搡老熟女国产l中国老女人| 男女视频在线观看网站免费| 国产高潮美女av| 性欧美人与动物交配| 他把我摸到了高潮在线观看| 免费一级毛片在线播放高清视频| 欧美成人性av电影在线观看| 国产一区二区三区视频了| 国产视频内射| 色综合亚洲欧美另类图片| 美女被艹到高潮喷水动态| 男女之事视频高清在线观看| 亚洲 欧美 日韩 在线 免费| 国产视频内射| 丰满的人妻完整版| 中文字幕av在线有码专区| 99国产精品一区二区蜜桃av| 麻豆久久精品国产亚洲av| 欧美丝袜亚洲另类 | 欧美3d第一页| 久久亚洲精品不卡| 丁香六月欧美| 亚洲黑人精品在线| 国内少妇人妻偷人精品xxx网站 | 国产精品98久久久久久宅男小说| 久久久久久大精品| 国产又黄又爽又无遮挡在线| 亚洲精品色激情综合| 小蜜桃在线观看免费完整版高清| 51午夜福利影视在线观看| 国产精品久久久久久久电影 | 狂野欧美激情性xxxx| 丰满的人妻完整版| 人人妻人人看人人澡| 国产高清有码在线观看视频| 日本黄色视频三级网站网址| e午夜精品久久久久久久| 久久这里只有精品中国| 国产精品电影一区二区三区| 99国产精品一区二区蜜桃av| 国产高潮美女av| 欧美成人免费av一区二区三区| 亚洲18禁久久av| 欧美乱色亚洲激情| 俺也久久电影网| av中文乱码字幕在线| av黄色大香蕉| 黄色视频,在线免费观看| 国产精品一区二区精品视频观看| 女警被强在线播放| 男女做爰动态图高潮gif福利片| 久久国产精品人妻蜜桃| 日本精品一区二区三区蜜桃| 欧美大码av| 国产91精品成人一区二区三区| 在线播放国产精品三级| 国产伦精品一区二区三区视频9 | 久久性视频一级片| 午夜两性在线视频| 免费观看的影片在线观看| 欧美日韩黄片免| 精品一区二区三区四区五区乱码| 老汉色∧v一级毛片| 国产成人av教育| 伊人久久大香线蕉亚洲五| 国产麻豆成人av免费视频| 天天躁狠狠躁夜夜躁狠狠躁| 成人18禁在线播放| 国产成年人精品一区二区| 国产成人精品久久二区二区免费| 亚洲av日韩精品久久久久久密| 中文字幕av在线有码专区| 亚洲熟妇熟女久久| 亚洲国产日韩欧美精品在线观看 | 一区福利在线观看| 级片在线观看| 老汉色av国产亚洲站长工具| 窝窝影院91人妻| 欧美性猛交╳xxx乱大交人| 色老头精品视频在线观看| 麻豆av在线久日| 动漫黄色视频在线观看| 一本一本综合久久| 成人av一区二区三区在线看| xxxwww97欧美| 国产精品香港三级国产av潘金莲| 欧美成人免费av一区二区三区| 免费av毛片视频| 99精品在免费线老司机午夜| a级毛片a级免费在线| 国产成+人综合+亚洲专区| 色播亚洲综合网| 亚洲精品在线美女| 精品一区二区三区四区五区乱码| 午夜福利在线在线| 婷婷丁香在线五月| 黄色女人牲交| 夜夜躁狠狠躁天天躁| 亚洲av电影在线进入| 超碰成人久久| 男插女下体视频免费在线播放| 一进一出抽搐gif免费好疼| 国产日本99.免费观看| avwww免费| 真实男女啪啪啪动态图| 亚洲熟妇熟女久久| 亚洲av成人一区二区三| 国产一区二区三区在线臀色熟女| 不卡av一区二区三区| 国产精品久久视频播放| 每晚都被弄得嗷嗷叫到高潮| 桃色一区二区三区在线观看| 国产精品久久久人人做人人爽| 亚洲欧美日韩高清在线视频| 综合色av麻豆| 亚洲va日本ⅴa欧美va伊人久久| 嫩草影院入口| 国产极品精品免费视频能看的| av片东京热男人的天堂| 久久婷婷人人爽人人干人人爱| 国产高清三级在线| 一个人免费在线观看的高清视频| 亚洲欧美日韩东京热| 俺也久久电影网| 神马国产精品三级电影在线观看| 精品午夜福利视频在线观看一区| 国产私拍福利视频在线观看| 美女被艹到高潮喷水动态| а√天堂www在线а√下载| 一个人看的www免费观看视频| 99精品久久久久人妻精品| 欧美日本亚洲视频在线播放| 日本三级黄在线观看| 久久精品影院6| 超碰成人久久| 在线观看午夜福利视频| 久久久久久人人人人人| 国产单亲对白刺激|