非英语专业硕士生对多稿多轮同伴反馈认知投入的个案研究

A Case Study of Non-English Major Postgraduates’Cognitive Engagement with Peer Feedback on Multiple Drafts over Writing Process

国内同伴反馈实证研究主要检验同伴反馈的效果,但学生作为接收者对同伴反馈的投入情况仍不清楚。本研究采用个案研究法,追踪了一组(3名)非英语专业硕士生在同一写作任务的三轮同伴反馈中的认知投入。研究发现,学生对同伴反馈的理解程度有所加深但仍然不足。学生对元认知策略与认知策略的使用情况在共时、历时维度上都呈现出鲜明个体差异。本研究发现可为推进同伴反馈作用机制研究提供参考。

Empirical studies on peer feedback conducted in China have examined the effectiveness of peer feedback,whereas how students,as receivers,engage with peer feedback is still under-researched.Taking a qualitative case study approach,this study investigated three non-English major graduate student’s cognitive engagement with three rounds of peer feedback on a multiple-draft writing task.Results revealed that the participants’understanding of peer feedback showed some improvements but remained unthorough.Also,prominent individual variations were found in using these strategies both at each revision stage and across different revision stages.The findings could provide implications for enriching the current understanding of peer feedback mechanism.