在线同伴互评和教师反馈对学生二语写作反馈素养的影响研究
The Effects of Online Peer Feedback and Teacher Feedback on Student Feedback Literacy in L2 Writing
武永 1任佩玲1
作者信息
- 1. 北京邮电大学 人文学院,北京 100876
- 折叠
摘要
学生反馈素养是影响写作反馈效果的重要因素,提高学生反馈素养有助于提升写作教学成效.本研究在两个班分别采用在线同伴互评和教师反馈进行英语写作教学,对比两种反馈对学生反馈素养的影响.44 名英语专业本科生参加了本研究,数据包括调查问卷、同伴反馈和教师反馈.结果表明:(1)在线同伴互评有助于提高学生加工反馈、接受反馈和提供内容修改建议的能力;(2)教师反馈有助于提高学生寻求反馈和解释语言问题的能力;(3)两种反馈都能提高学生调控学习和解释内容相关问题的能力.以上发现对学生反馈素养培养和二语写作教学有重要启示.
Abstract
Student feedback literacy is a key factor influencing the effectiveness of writing feedback.Developing student feedback literacy can improve the effectiveness of writing instruction.This empirical study compares the effects of online peer feedback and teacher feedback on student feedback literacy in L2 writing.Forty-four English major students participated in the study.Data includes pre-and post-study student questionnaires,peer feedback,and teacher feedback.The findings indicate:(1)online peer feedback develops students'ability to process feedback,accept feedback,and suggest high-level revisions;(2)teacher feedback improves students'ability to seek feedback and explain low-level problems;(3)both feedback methods improve students'ability to regulate learning and explain high-level problems.The results have important implications for student feedback literacy development and L2 writing instruction.
关键词
学生反馈素养/在线同伴互评/教师反馈/二语写作Key words
student feedback literacy/online peer feedback/teacher feedback/L2 writing引用本文复制引用
出版年
2024
NETL
NSTL
万方数据