摘要
基于反馈理论,采用混合式方法进行了机器反馈、同伴反馈、教师反馈对大学生英语议论文修改效果的研究。来自北京某著名高校的127名大学生填写了调查问卷,其中47名学生接受了半结构式访谈。结果显示,三种反馈各有优缺点,在侧重点、细致程度、认真程度、速度、互动程度等方面存在差异,但都能发现学生作文中的优点和不足,并有针对性地提出建议;其中,教师反馈对学生英语议论文修改的效果显著大于同伴互评或者机器反馈,而同伴互评的效果显著大于机器反馈。
Based on feedback theories, the paper examines the effects of three types of feedback (machine feedback, peer review and teacher feedback) on the revision of university students’ English argumentative essays. 127 students from a prestigious university in Beijing answered the questionnaires, 47 of whom were interviewed. The results showed that the three types of feedback had their own merits and drawbacks and differed from one another in such aspects as focus, levels of being specific and serious, speed and interaction, that they all could identify the strengths and weaknesses in writing and offered suggestions accordingly, and that teacher feedback was the most effective, followed by peer review and machine feedback.
作者
都宁
何芳
陆文戎
DU Ning;HE Fang;LU Wenrong(Public Foreign Language Teaching Department, Beijing Union University, Beijing 100101, China)
出处
《北京航空航天大学学报（社会科学版）》
2019年第4期124-130,共7页
Journal of Beijing University of Aeronautics and Astronautics：Social Sciences edition Edition
基金
北京联合大学2016年度校级教育教学研究与改革项目(JJ2016Y034)
关键词
英语议论文
反馈理论
机器反馈
同伴反馈
教师反馈
English argumentative essay
feedback theory
machine feedback
peer review
teacher feedback
