在线同伴反馈和教师反馈对写作影响的对比研究

A Comparative Study of the Effects of Online PeerFeedback and Teacher Feedback on English Writing

实验班和对照班都采用过程写作教学模式,前者进行基于Peerceptiv的同伴反馈,后者进行基于句酷网的教师反馈。结果显示,实验班和对照班的写作成绩和内在写作动机的成就动机存在显著性差异(p<.05),内在动机中的知识动机接近显著性差异(p=.06),说明同伴反馈比教师反馈更能有效地激发写作内在动机,同时提高写作水平。实验班的外在写作动机平均值均低于对照班,但不存在显著差异(p>.05),说明教师反馈对激发学生写作的外在动机优于同伴反馈。总之,基于网络平台的教师反馈和同伴反馈对激发学生写作动机和提高写作水平都具有积极作用。

Based on the Process Writing Approach,this experimental study is to explore the effects of different types of online feedback on English writing,peer feedback based on Peerceptiv adopted in the experimental class,while teacher feedback based on Juku in the control class.The results indicated that there was a significant difference in writing ability and in IM-achievement between the experimental class and the control class(p<0.05);and nearly significant difference in IM-knowledge(p=.06),which proved that peer feedback was more effective than teacher feedback in stimulating the intrinsic writing motivation and improving the writing ability.However,the mean score of extrinsic writing motivation in the experimental class was a bit lower than that in the control class(p>.05),showing that teacher feedback was more effective in stimulating extrinsic writing motivation.In a word,both online peer feedback and teacher feedback play a very positive role in stimulating students’writing motivation and improving writing ability.