不同学习情境下英语阅读诊断报告效度的历时分析

A longitudinal analysis of the validity of an English reading diagnostic report in different learning contexts

本研究通过问卷调查和访谈,历时考察了不同学习情境对英语阅读能力诊断报告效度的影响。结果显示:(1)学生对诊断报告“有意”、“相关”和“受益”维度的评价在初次使用报告时就达到较高水平,并在后续报告使用中维持相应水平;(2)随着阅读与使用诊断报告频次增加,合作学习组与教师辅助组学生对报告“充足”程度评分的增长多于个人自学组;(3)尽管问卷调查显示教师辅助组对“受益”维度的评分高于其他两组,但访谈中教师辅助组与合作学习组均对诊断报告的有用性给予肯定。根据实证结果,研究优化了反馈路径框架,并为诊断报告开发使用和英语阅读教学实践提供了启示。

Through questionnaires and interviews,this study investigated the longitudinal influence of learning contexts on the validity of diagnostic score reports on English reading ability.The results showed that:(1)the students consistently rated the diagnostic score reports highly in terms of"meaningfulness","relevance",and"benefit";(2)with increased frequency of score report use,the students in the peer-cooperating group and teacher-assisted learning group rated the"sufficiency"dimension higher than those in the self-learning group;(3)interviews indicated that both the peer-cooperating and teacher-assisted learning groups recognized the"benefits"of the score reports,despite the fact that the dimension was rated higher by the teacher-assisted learning group.Drawing upon these empirical results,the study proposed a revised framework of feedback,and provided implications for the design and use of diagnostic score reports,as well as the teaching practice of English reading.