同伴反馈对提高英语专业学生写作能力的研究

The Effect of Peer Feedback on the Writing of English Majors

以同伴反馈能提高英语专业学生的写作能力、学生反馈能力的提高需要经过一个较长时间的实践过程两个假设为前提,以某大学英语专业写作课一年的教学实验为研究对象,运用定量和定性分析的方法,检验了学生期末作文得分和平时作文得分的配对样本t检验、分项得分的配对样本t检验、同伴反馈和教师反馈平均分独立样本t检验、分项分独立样本t检验,发现除了在内容得分变量上同伴反馈和教师反馈没有显著差异外,其它7次检验都显示出显著差异。定性分析同伴反馈和教师反馈的评语发现:学生对作文内容和语言的判断和教师相比有一些出入,学生不太能察觉同伴作文中的内容缺陷和语言错误。由此验证了前述的两个假设,为同伴反馈的后续研究提供了启示。

Two hypotheses that peer feedback can improve the writing competence of the English majors and quality feedback is the result of long-time training and practice are proposed in this paper.An experiment is done to test the validity of the hypotheses,in which two tests that paired sample test and independent t test are applied to examine the statistics from teacher feedback and peer feedback,including the exam composition scores and assignment composition scores,the holistic and individual sector scores covered,the teacher and peer scores from assignment compositions.Seven differences are found.Disparity also appears in the remarks given by both sides,which shows students cannot easily detect the errors in the content and the use of language in their peers＇ papers.The findings can offer implications for future research into peer feedback and writing competence.