两种同伴反馈形式对英语专业修辞思辨能力提升的有效性研究

本研究旨在探究单向匿名和线下小组互动讨论两种同伴反馈形式对提高英语专业学生修辞思辨能力的有效性及其差异。研究结果表明,两种形式均能显著提高学生的修辞思辨能力,但线下小组互动讨论同伴反馈的提升效果更优于单向匿名同伴反馈,尤其体现在评价性思辨技能上;总体而言,参与两种反馈形式的被试学生的综合英语水平与其修辞思辨能力之间均呈现弱相关性,但对于英语水平A档(最优档)的学生,单向匿名同伴反馈的提升效果优于线下小组互动讨论同伴反馈;而对D档(最低档)的学生,线下小组互动讨论同伴反馈的提升效果明显优于单向匿名同伴反馈。

The purpose of this study is to explore the effectiveness and differences of one-way anonymous and offine group interactive discussion in improving rhetorical thinking ability of English major students.The results show that both methods can significantly improve students'rhetorical thinking ability,but offline group interactive discussion peer feedback is better than one-way anonymous peer feedback,especially in evaluative thinking skills.In general,there is a weak correlation between the comprehensive English level of the students who participate in the two feedback forms and their rhetorical thinking ability,but for the students whose English level is in grade A(optimal),the improvement effect of single anonymous peer feedback is better than that of offline group interactive discussion peer feedback.For students in grade D(the lowest grade),the improvement effect of offine group interactive discussion peer feedback is significantly better than one-way anonymous peer feedback.