教师反馈和同伴反馈对英语专业学生写作自我效能感影响的对比研究

A comparative study of teachers' feedback and peer feedback on writing self-efficacy of english majors

英语写作能力是英语专业学生必备的专业技能之一,能够体现学生的专业能力和素养。写作自我效能感能够预测学生写作水平,因此可以通过提高学生的写作自我效能感来达到提升学生写作水平的目的。为探寻教师反馈和同伴反馈对学生写作自我效能感的影响,通过实证研究的方式,使用《写作自我效能感问卷》对实验组和对照组的学生进行为期十六周的教学实验。实验结果表明,教师反馈组写作自我效能感提高显著高于同伴反馈组;语法、篇章和内容等三个方面,教师反馈组也高于同伴反馈组;教师反馈对中高水平学生的写作自我效能感的提高作用更大;两组男生没有显著差异,女生差异显著,且教师反馈组显著高于同伴反馈组。

Writing ability is one of the important skills for English majors and can reflect their ability and accomplishment in English. Writing self-efficacy can predict students’ writing proficiency,so it is possible to improve students’ writing proficiency by improving their writing self-efficacy. To explore the effects of teacher feedback and peer feedback on students’ writing self-efficacy,a 16-week teaching experiment was conducted. The results show that the teachers’ feedback group has a higher self-efficacy than the peer feedback group;the teachers’ feedback group has a higher self-efficacy than the peer feedback group in grammar,text and content;the teachers’ feedback has a greater effect on improving the writing self-efficacy of high-level and middle-level students;there was no significant difference between the boys of the two groups while there was a significant difference among the girls,with the teacher feedback group significantly higher than the peer feedback group.