导图预写策略训练对同伴书面反馈的有效性研究

Effectiveness of Mapping as a Prewriting Strategy Training for Peer Written Feedback

本文探讨了导图预写策略训练对英语学习者同伴书面反馈的影响。研究以92名非英语专业学生为实验对象,比较了实验组和对照组在前后测试中的同伴书面反馈和反馈引起的修改,并通过对实验组半结构访谈验证该策略训练带来的反馈变化。研究发现:后测中实验组的内容和结构反馈数量比对照组有较大提高,内容和结构修改质量也显著高于对照组。同时访谈结果表明:实验组对同伴反馈持积极态度,导图成为该组反馈时的重要依据。因此,大学英语写作课程中实施导图预写策略训练,有助于强化学生的高层级问题意识,提高其书面反馈质量。

This study investigates the effectiveness of mapping as a prewriting strategy training for subsequent peer written feedback from English learners.Ninety-two non-English majors participated in the experiment,and a pretest-posttest design was adopted to compare the peer written feedback produced and the feedback-induced revisions from both the experimental and the control groups.Semi-structured interviews with the experimental group were also conducted to verify the impact of this strategy training on peer written feedback.Findings showed that compared with the control group,the experimental group not only provided more content and organization feedbacks but also made significantly higher quality revisions in content and organization.Meanwhile,findings of the interviews revealed that the experimental group was more positive towards peer feedback and tended to take peers’map as an important guide for providing feedback.Therefore,it is concluded that mapping as a prewriting strategy training in college English writing courses is conducive to reinforcing students’awareness of high-ordered issues,and improving the quality of their written feedback.