汉语二语写作线上同伴互评行动研究

Action Research on Online Peer Assessment in CSL writing

本研究基于线上汉语二语写作课堂,以两个班共65名留学生为研究对象,开展同伴互评行动研究,旨在考察汉语学习者同伴评语的特点、学习者对同伴互评的认可度及其影响因素。研究发现:(1)同伴评语以称赞类为主,而能够促进作文修改的建议类评语比例偏低;(2)汉语学习者整体上对同伴互评持认可态度,认为互评对其汉语写作能力发展有一定帮助;(3)二语水平、评语质量、跨文化语境以及互评观念和动机等因素影响学习者对同伴互评的认可度。

This paper presents an action research study on peer assessment in online CSL writing involving 65 Chinese L2 learners.The research explores the characteristics of peer feedback given by Chinese L2 learners,their perceptions of peer assessment,and the factors influencing their perceptions of peer assessment.The key findings are as follows:(1)The peer feedback provided by Chinese L2 learners predominantly falls into the category of praise,with a limited amount of advice-oriented feedback.(2)Chinese L2 learners,as a whole,exhibit a positive attitude towards peer assessment and find it beneficial for their Chinese writing.Students in Class One,with higher Chinese proficiency,display a more favorable outlook on peer assessment.(3)Several factors impact students’perceptions of peer assessment,including L2 proficiency,the quality of peer feedback,the cross-cultural context,as well as beliefs and motivations related to peer assessment.