同伴反馈特征及影响研究——基于网络工具的大学英语写作同伴互评

Impact of Providing Peer Feedback—An Empirical Study on Web-Based Peer Review in English Writing

现有关于英语写作同伴互评的研究多关注受评者获益,却忽略了评价者的学习成效。鉴于此,本文探究评语的特征及反馈行为对评价者自身写作水平的影响。本研究以34名非英语专业本科生为研究对象,采用定量法,对写作任务的一稿、二稿以及提供的876条同伴评语进行分析后发现:评价者倾向于提供正面反馈,但是对本人的写作水平无促进作用;相反,负面反馈,尤其是指出作文问题的评语数量与写作二稿成绩的提升成正相关。教师应在同伴互评教学中搭建好“脚手架”,提供科学互评规则并引导学习者多提供高质量的负面反馈。

Prior research on peer review has focused on the benefit of receiving feedback, while the merits of providing feedback remain untested. This study probes into the features of reviews and the impact of providing feedback on reviewers’ writing performance. 34 undergraduates of non-English majors in a university of China have been studied, two drafts of their course papers and 876 peer comments being analyzed with quantitative methods. As the result indicates, reviewers tend to provide positive feedback that cannot improve their own writing skills, while the less preferred negative feedback, particularly, the number of comments which identify problems has a positive relationship with reviewer’s writing performance. Thus in peer review, teachers should provide learners with rational rubrics and encourage them to provide more negative comments of high quality.