非对称同伴评价对英语写作文本质量的影响研究——基于Peerceptiv互评系统

Effects of Asymmetric Peer Assessment on the Quality of English Writing Texts——A Study Based on Peerceptiv

基于Peerceptiv互评系统,该研究采用量化数据与质性分析相结合的方法,探究78名非英语专业大学生通过非对称同伴评价所构建的"学习共同体"对其写作文本质量的影响。研究发现,前后测文本成绩呈现显著性差异;文本质量在熵、词汇密度、主题集中度等词汇维度,平均句长、被动句、可读性等句子维度,搭配不当、词性误用等错误分布维度方面均呈现不同幅度的变化。基于反思日志主题分析,学习者认同非对称同伴评价在逻辑结构、连贯衔接、语言规范性等文本质量维度的提升效果,通过"有意义"的互助支架成长为自主的知识建构者。

Based on Peerceptiv,this research used a combination of quantitative and qualitative data to investigate the effects of asymmetric peer assessment on the quality of English writing texts. 78 non-English majors with different levels of English writing skills and abilities were involved. The "learning community " composed of these learners aimed to promote the writing ability of its members,emphasizing the "meaningful"medium of peer assessment, grade feedback, perspective exchange,review and reflection,so as to achieve a higher level of thinking and deeper understanding of a specific writing task in collaborative learning.The findings of the research were as follows:( 1) after the implementation of peer assessment,writing text scores of both groups improved,but the low-score group had a greater effect of group dynamics through the scaffolding built by peers,with significant changes in text scores and a higher increase in writing output ability;( 2) peer assessment had a certain effect on the dimensions of vocabulary,syntax,length,and theme of learners’ writing text. There was no significant change in sentence density and syntactic correctness,but there was a greater increase in chapter length,passive sentence ratio,and readability. The average sentence length of the low-score group texts showed significant changes and segmentation awareness increased,while the changes of the high-score group texts were not significant;the number of word collocation errors in learners ’ texts showed significant decreases;however,typical interlingual and intralingual errors caused by negative transfer of mother tongue or lack of chunk awareness still existed,and syntactic errors had no significant change;( 3) the learners identified the effect of promoting text quality in the dimensions of thematic inquiry, logical structure,coherent articulation, and language normativity, with logical structure being the most recognized dimensional change in both groups. In addition,the high-score group tended to agree more on the effectiveness of improvement in learning and writing techniques,while the low-score group tended to agree on the effectiveness of improvement as to sentence monotony and grammatical errors.In general, by building an asymmetric peer assessment "learning community",the learners’ language output in both groups was greatly enhanced through the development of effective feedback,error prevention,and self-improvement. They all received "meaningful " peer motivation and learning opportunities, scaffolded each other,improved the quality of their writing texts,and grew into autonomous language learners. There were still some limitations such as in the lack of data tracking of self-efficacy and in the collaboration ability of the participants,which are to be further explored in future researches.