写作任务的练习效应和教师反馈对不同外语水平学生写作质量和流利度的影响

The effects of writing task repetition and teacher feedback on writing quality and fluency among students of different proficiency levels

本研究报告了重复写作练习和教师反馈对不同外语水平学生写作质量和流利度的影响。研究设计以重复练习作为组内自变量,教师反馈和外语水平作为组间自变量。通过跨度八周的实验发现,重复写作任务整体上有效提高了写作质量和流利度。相较第二次写作分数,高水平组的第三次写作仍有显著进步,但低水平组止步于第二次写作。本研究同时发现,在三次写作任务中,高、低水平两组学生的写作质量与流利度始终存在明显差距;可能是受到实验时间安排跨度长、教师反馈方式等方面影响的缘故,教师反馈对写作质量和流利度没有显著影响。

This study reports on the effects on task repetition,teacher feedback and proficiency levels on writing quality and fluency.The study design takes practice effects as the within-group independent variable,with the teacher feedback and proficiency levels as the between-group independent variables.The eight-week investigation discovers that generally repetition of writing tasks significantly contributes to the improvement of writing quality and fluency.However,the low-proficiency group fails to keep momentum in writing quality improvement as their highproficiency counterparts do in the third writing task.It is also found that proficiency per se is a strong predictive variable for both writing quality and fluency,whose effects will not be diluted by practice or teacher feedback.The effects of teacher feedback are,however,disappointing.It is probably the seven-week time span and the ways of administrating feedback that lead to the very weak effects of teacher feedback on writing quality and fluency.