同伴反馈对提升英语辩论文思辨质量的有效性研究

Investigating the effectiveness of peer feedback on students’ critical thinking ability in English argumentative writing for debating purposes

本研究通过分析30名非英语专业二年级学生在英语辩论文写作任务中同伴反馈的数量分布与修改率,探讨同伴反馈对提升辩论文写作思辨质量的影响。辩论文初稿、同伴反馈和修改稿等数据的分析显示:(1)学生通过同伴反馈能够指出英语辩论文存在的浅层思辨问题,但不能充分识别深层思辨问题;(2)同伴反馈与辩论文的思辨问题不完全匹配,难度较低的问题反馈较多,难度较高的问题反馈较少;(3)修改稿各部分思辨错误均有减少,反馈越多、越集中的问题修改率越高,反馈越少、越分散的问题修改率越低。研究对写作教学具有一定启示意义。

The present study investigates the distribution of peer feedback and related revisions in 30 non-English major sophomores’ argumentative writing for debating purposes, and examines the influence of peer feedback on students’ critical thinking abilities in argumentative writing. Data analysis of initial and revised debating drafts, and peer feedback reveals that:(1) students are able to comment on general critical thinking problems in peer feedback, but fail to identify all the underlying critical thinking problems;(2) peer feedback is not well aligned with the problems in the initial drafts, and less difficult problems receive more comments, while more difficult problems receive fewer comments;(3) critical thinking problems in each part of the revised drafts are reduced, and more focused feedback on the same problem leads to more revisions and improvement of draft quality, while less focused and scattered feedback hinders revisions. The study may provide some implications for the teaching of writing.