摘要
基于网络的同伴互评是大学英语写作教学中的热点话题。互评小组的划分是互评活动计划的重要环节,影响着互评的效果。个人因素的多样使学习者在互评中有着不同的表现,同时对小组其他成员产生影响。本文立足于国内写作实践中应用最多的匿名延时互评,通过对72名学生4次写作互评作业的统计分析,考查英语水平、写作动机及认知风格三种个人因素如何对学生互评表现产生影响,从而对科学的互评分组提供参考。研究结果表明英语水平、写作动机和认知风格不同程度的作用于给出意见综述、意见类型和修改率,因此文章认为分组时必须充分考虑这些个人因素,以便组员之间优势互补,达到更好的互评效果。
Online peer review has been a hot topic in today's college English writing teaching. Grouping is one of the most important factors that affect peer review result. Various personal factors may lead to different performance in a peer review, which may affect other team members. This paper is based on a statistical analysis of 5 months' peer review work of 72 students in the most used way of peer review in China—anonymous and asynchronous peer review. The purpose is to investigate how three personal factors, namely English level, writing motivation and cognitive styles, affect the learners' performance in peer review in order to provide some foundation for scientific grouping in the future. The result shows that the three factors do have different influence on provided comments, types of comments and correction rate, therefore the paper argues that personal factors must be considered in peer review grouping for better peer review result.
基金
2011年辽宁省社会科学规划基金项目:大学英文写作教学与测评网络平台建设
项目编号L11DYY031
2012年辽宁省社会科学规划基金项目:基于网络平台的大学英语写作互评活动中的反馈研究
项目编号L12DYY014
2013年辽宁省社会科学规划基金项目:基于网络平台的大学英语课外读写自主学习策略研究"
项目编号L13DYY064
