同侪反馈和教师反馈在中国英语写作课中的使用和理解的对比研究

A Comparative Study of Learners' Use and Understanding of Peer and Teacher Feedback in the Chinese English Writing Classroom

该研究旨在探讨学生对同侪反馈和教师反馈的使用与理解,对26名英语专业二年级学生进行为期16周的研究。通过采用三种研究方法:文本分析、刺激性访谈、半结构化访谈,结果表明:学生对教师反馈的采纳程度明显高于同侪反馈,但有时并未充分理解其反馈内容。建议在以后评价同侪反馈和教师反馈在英语写作中的作用时,教师应该把使用与理解视为两个同等重要的因素。

Three research methods are employed: content analysis, SRI and interview. The findings suggested that the partici-pants adopted more feedback points than peer feedback points in their revisions. However, they adopted more teacher feedback points without fully understanding their necessity.