EFL写作中教师作文书面反馈研究——学生评估,教师自我评估,教师实际书面反馈与教师教学理念

Teacher Written Feedback in EFL Writing——Student Perceptions,Teacher Self-assessment,Actual Teacher Performance and Teachers' Beliefs

鉴于目前国内关于EFL写作教师反馈的研究中,很少涉及教师对其反馈的自我评估的情况,系统研究了英语作为外语时,教师对作文反馈自我评估的内容、意义和作用。主要研究了以下内容:(1)教师的书面反馈中就整体和局部的反馈各占多少。(2)教师的自我评估和学生对教师书面反馈的评估的吻合程度。(3)教师对书面反馈的自我评估和教师的实际书面反馈的吻合程度。研究结果表明:教师书面反馈的重点仍然是文章的局部问题。教师的自我评估和学生对教师书面反馈的评估的吻合程度低,教师倾向高估所给出的反馈的量,反映出学生希望获得更多的教师书面反馈。而教师的自我评估和教师的实际书面反馈的吻合程度为66%,教师能比较准确地评估就作文局部所给出反馈的量,却倾向高估就作文整体所给出反馈的量。

Of researches on teacher written feedback in EFL writing, few researches are about teacher serf-assessment of their written feedback. The focus of this research was： （1）how much local and global written feedback teachers give. （2）how tcachers＇ serf-assessment and students＇ perceptions of this feedback match. （ 3 ） how teachers＇ serf-assessments match their actual performance. The resuhs indicated that teachers put more emphasis on local feedback than global feedback; teacher serf-assessment didn＇t match student perceptions well; compared with their actual written feedback, teachers tend to overestimate their global feedback.