非实时在线同侪互评环境下学生作者读者意识变化研究

A Study on Variation of Student Writers' Reader Awareness in ALN-based Peer Assessment

本研究旨在探讨非实时在线同侪互评(ALN-based peer assessment)促进学生作者读者意识的可行性。借助非实时在线同侪互评,学生作者接收同侪评价的同时,也对同侪的写作实施评价与参考,使其具备作者与读者双重角色,实现在线写作社群的构建,为培养读者意识提供所需的读者群。研究结果显示,学生的写作收到同侪较高频次的显性评价与非显性拜访,写作初稿与终稿的比对结果表明写作质量获得提升,体现出较高的互评频率和互评效能,因而判断有效在线写作社群得以构建。试验后问卷调查表明,有效在线写作社群的构建和该社群中学生作者评价同侪写作的倾向与学生读者意识的提高相关。

This study aims at testing the feasibility of facilitating student writersˊreader awareness with peer assess-ment happening on asynchronous learning network（ ALN ）. Through ALN -based peer assessment,an online writing community is expected to be built and to provide audience for fostering audience awareness,where student writers act as both writers and audience. Results show that students receive many explicit assessments and non-explicit visits from peers. A comparison of the first and final drafts of studentsˊwritings shows that there is an improvement in writing quality. These findings demonstrate that there is a high frequency and efficacy of peer assessments,and thus an effective online writing community has been established. Students respond in the post-study questionnaire that the establishment of an effective online writing community and student writersˊtendency to assess peersˊwritings in this community contribute to the promotion of their audience awareness.