基于《量表》的大学英语写作促学评价及任务价值感对自我调节式学习的影响

Effects of CSE-Based Assessment for Learning and Task Value on Self-Regulated Learning in College English Writing Classroom

基于《中国英语能力等级量表》(以下简称《量表》或CSE)实施大学英语写作促学评价,探究促学评价及学生对该活动的任务价值感对英语写作自我调节式学习的影响。参照依据《量表》设计的《CSE写作评分量表》,在一个为期10周、由某高校44名非英语专业本科生参与的大学英语写作课上,以同伴互评方式实施促学评价,通过英语写作自我调节问卷分别在学期开始、课程结束和学期结束3个时间点追踪学生自我调节式学习水平,并通过写作互评任务价值感知问卷在课程结束时测量学生对促学评价活动的价值感。结果表明:促学评价和学生对促学评价的价值感均在整体上提升了自我调节式学习水平,二者还产生交互作用,即促学评价对自我调节式学习的积极作用在对促学评价有高价值感的学生中更明显;就自我调节式学习的各子维度而言,促学评价和任务价值感对承诺调控维度和元认知调控维度具有彼此独立的积极作用,对厌倦调控维度和情感调控维度表现出上述交互作用模式,学生的环境调控水平主要受任务价值感的影响,促学评价对其影响较小。

The paper reports a classroom-based inquiry into the effects of assessment for learning(AFL)and task value on self-regulated learning(SRL)in an English writing classroom. Based on China’s Standards of English Language Ability(CSE), AFL was practiced in a college English writing class of 44 non-English majors who performed peer assessment as a major AFL task using the“CSE Writing Scale”adapted from CSE.The self-regulating capacity in the learning of English writing scale was administered 3 times at the beginning and end of the 10-week course and the end of the semester respectively, to track the development of the students’ SRL capacity, and the peer assessment task value perception scale was administered at the end of the course to measure the participants’ perceived value for the AFL task. Results showed that AFL and task value improved SRL overall, and a significant interaction was observed between AFL and task value. The effects of AFL on SRL are statistically significant for students with high task values. With respect to the subscales of SRL, AFL and task value exert significant influences on commitment control and meta-cognitive control, and significant interaction on satiation control and emotion control;in terms of environmental control,a significant effect is observed from task value, but the effect of AFL does not reach statistical significance.The results contribute to the understanding of the mechanism behind which AFL enhances SRL and improves learning, and therefore carry the potential for informing and improving foreign language teaching.