A Review and Prospect of the Research on English Teacher Feedback in China from 2011 to 2021

This study uses the literature research method to search the domestic literature on English teacher feedback from 2011 to 2021,and reviews the research on the three main functions of English teacher feedback,namely language function,cognitive function,and emotional function,so as to explore the current situation of domestic research on teacher feedback.The results show that:First,in terms of research methods,the study of teacher feedback mainly adopts the combination of qualitative and quantitative research methods,and reveals the characteristics of the use of teacher feedback in Chinese English classrooms.Secondly,in terms of research objects,the research on teacher feedback in China is biased towards the research in universities and high school classrooms.Finally,in terms of research perspectives,the study of teacher feedback is mainly conducted from the perspective of classification,characteristics and functions of feedback.This paper also finds existing problems in the current research and prospects for future trends in development for future research.

Comparative Studies of Teacher and Peer feedback in L2 Writing:A Critical Review

7 studies on the effectiveness of peer and teacher feedback have been critically reviewed in this paper,some problems being perceived either in the research design or their research findings.Based on the detected problems,I put forward some suggestions for the future study and then draw some pedagogical implications.

Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.

Teacher feedback, peer comment and online review in L2 writing

It is apparent that writing has played an irreplaceable role in research and pedagogy because of the recognition of English as lingua franca and also the growing number of students going abroad for higher education.In the context of China,various kinds of feedback can be considered as significant factors to enhance Chinese English learners'writing ability.

The Literature Review of Teacher’s Feedback and Students’ Participation in Class

Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.

大学生理解、认同与采纳同伴评语的实证研究

探讨在线教学中学生对同伴评语的采纳行为,关注学生对不同类型评语的理解、认同程度,以及这些因素对采纳行为的影响。选取师范类S高校“现代教育技术”课程某章节的作业任务作为研究对象,通过在线同伴互评活动观察学生的评语行为,研究学生对不同类型评语的理解、认同和采纳程度,并通过相关性分析探讨这些因素之间的关系。研究表明,认知类评语更易被学生理解、认同和采纳;“模糊限制语”“解释说明”和“具体解决”三类评语与学生的采纳行为显著正相关,其中“模糊限制语”与采纳行为的关联最为显著;一轮互评后,全班学生平均成绩显著提高。为促进互评质量和反思性学习,教师应制定详细的互评标准,协助学生理解评语,引导学生提供包含详细修改意见的认知类评语,并在必要时解释评语,以加强学生的认知理解。

引导自助干预在抑郁症患者中的应用研究进展

抑郁症已成为全球最常见的精神障碍疾病之一,严重影响患者的生活质量。引导自助干预作为一种新型的循证心理治疗方法,可以减轻患者的抑郁症状,改善其不良结局。该文对引导自助干预的定义、国内外研究现状、干预要素、应用效果进行综述,提出未来引导自助干预的研究方向,旨在为引导自助干预在我国抑郁症患者中的应用提供参考和借鉴。

Analytical Review of Two Journal Papers

This paper focuses on analyzing and comparing two journal papers in terms of how the research being conducted.The selected articles:‘Feedback uptake in teacher-student interaction:an analysis of 18 English lessons in Hong Kong secondary classrooms’by Tsang and‘Tape journals:bridging the gap between communication and correction’by Allan,are both related to corrective feedback in teaching English as a second or foreign language.Tsang’s qualitative research is compared against Allan’s quantitative research.The purpose of this paper is to make an overall judgment and evaluation about how the two studies were carried out,including how they planed the research questions,the methods applied,the data presented and analyzed,how the their arguments and positive aspects/problems were supported.

基于体验型产品的在线评论有用性影响研究

在线评论这一用户生成内容已成为影响消费者购买决策时的重要依据,为了识别在线评论有用性的影响因素,构建基于双重过程理论的启发—系统式(HSM)分析模型,选取Steam平台上的11236条在线评论数据作为样本,利用多元线性回归的方法探讨了各因素对体验型产品在线评论有用性的影响并研究了评论者身份的调节作用。研究结果发现,启发式线索中,评论时间间隔、评论长度、评论评级、评论者好友数量和评论者产品使用经验影响评论有用性,评论者讨论组数量影响不显著;系统式线索中,积极情感、消极情感和评论可读性均影响在线评论有用性;评论者身份对评论时间间隔、评论长度、评论者朋友数对评论有用性的影响过程有调节作用。通过研究丰富了UGC有用性研究的相关理论,拓展了HSM模型的应用情境,同时有助于在线评论平台通过改进评论展示机制提高在线评论质量。

Future Directions in Studies on Student Perception of Teacher Written Feedback

Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.

政策试点何以悬浮?

中国改革伴随着大规模的政策试点,有些试点并未产生扩散效应,地方政府也不停止试点项目,致使试点在原地打转,形成独特的试点悬浮现象。地方改革者的政绩诉求、试点反馈的弱化效应、府际学习的抑制效应构成了试点悬浮的前提条件,试点地区的正当性诉求则是悬浮现象发生的根本原因。试点悬浮需要消耗行政资源,而有价值的知识生产处于停滞状态,无助于增进对不确定性的认知。提升试点驱动知识生产的有效性,既要提供非均衡的激励安排,激发地方政府的创新动力,也要改进试验设计和评估模式,提出框架性目标,设置时限要求,建立试点报告、同行评议和声誉激励制度。

2型糖尿病患者自助干预的证据图谱

目的通过证据图谱方法系统描述和评价2型糖尿病患者自助干预的相关研究,为今后开展自助干预研究提供指导。方法计算机检索建库至2022年11月中国知网、万方数据、维普、中国生物医学数据库、PubMed、Cochrane Library、Web of Science、EMBASE,获取2型糖尿病患者自助干预的随机对照试验和系统评价/Meta分析。采用Risk of Bias和AMSTAR-2对纳入的研究进行质量评价,基于《护理结局分类》对结局指标进行分类,利用Excel对纳入的研究进行数据提取与编码,采用气泡图综合呈现纳入的研究内容。结果最终纳入43篇文献,包括41篇随机对照试验和2篇系统评价/Meta分析,共涉及3种干预类型和10种自助干预方法。包括自我管理干预3篇(7%),单纯自助20篇(47%),引导自助20篇(47%);干预方法主要是自助手册、互联网平台、专用管理软件等,结局指标主要包括血糖水平34篇(79%)、自我管理能力14篇(33%)、生活质量9篇(21%)等;有18篇(42%)结局效果为有益,24篇(56%)为可能有益。另外,干预时间主要在6个月之内,研究场所集中于医院和社区。结论自助干预对2型糖尿病患者是有效、易实施的,具有推广性。但不同干预类型、方法和途径,干预效果是存在差异性的。未来可以利用数据驱动、机器人来构建自助干预方法并重视干预效果的持久性。

视觉反馈增强体育教学中的动作学习:系统性回顾

研究对体育教学中视觉反馈在动作学习中的应用进行了系统的文献回顾,对Web of Science(Web of Science Core Collection and Medline)、SCOPUS、EBSCO、ELSEVIER、PLOS ONE、ERIC、中国知网7个数据库中2010年~2020年的文献进行检索,在2568项初步检查的研究中,有15项符合选择和质量标准。目的是确定视觉反馈在大、中学体育教育中的动作学习方面是否有效,并调查由语言反馈支持的不同视觉反馈变量(专家建模和自我建模)是否比单独的语言反馈更有效。随后,对纳入研究的不同条件(如年龄、样本量、持续时间、观测变量、运动项目等)是否适合日常应用进行评估。基于视频的视觉反馈在体育教育中能有效地增强运动学习,而且比单纯的口头反馈更有效。动作视频反馈技术是全新、多样性、个性化的促进动作学习和表现的数字化教学、训练辅助手段,能够为体育教学提供积极的促进效益,有助于学习者在短时间内提高运动技能和自我评估能力,使其成为体育教学过程中的有利手段,以提升个人的学习经验。

高职英语写作教学中批改网应用的优化策略

在高职阶段,由于学生的英语基础较为薄弱,教师在英语写作教学过程中往往会遇到一定的困难和挑战。为了增强高职英语写作教学实效性,批改网被引入到英语写作教学中。经过调查研究,针对批改网在高职学校英语写作课教学应用中存在的问题,比如写作成绩评分准确性有待提高、评价批改功能尚不够全面等,提出了进一步优化批改网应用的策略,并从教师角度和同学互评角度提出了具体建议,以期为高职学校英语写作课教学提供参考。

引导自助干预在慢性病管理中的应用进展

介绍引导自助干预的概念、分类、内容形式及优点,系统综述引导自助干预在癌症、慢性疼痛、糖尿病及抑郁症等慢性病患者管理中的应用进展,并提出研究展望,旨在为临床慢性病患者引导自助干预治疗提供参考。

不平衡数据集上在线评论有用性识别研究

[目的/意义]先前研究在识别有用性在线评论时假设数据集类是平衡的,但真实数据往往不符合这一假定。为克服这一局限,文章从真实情景出发提出了在不平衡数据集上识别在线评论的有用性,以提升在线评论的效用。[方法/过程]提出不平衡数据集上在线评论有用性识别模型,该模型包括在线评论有用性特征集构建、融合SMOTE和Boosting的有用性识别算法以及识别效果评价等模块,并从真实数据集出发验证了模型的识别效果。[结果/结论]模型在解决类不平衡后准确识别在线评论有用性的综合性能超过89%,优于未解决类不平衡的分类识别算法,为在线评论有用性识别提供了有效的方法和工具。

基于注意力机制的多模态在线评论有用性预测研究

在电子商务时代,在线评论被视为一类重要的商品评价,深刻影响着消费者的决策过程。但是指数级增长的评论数量和非结构化的评论数据给评论有用性预测模型的特征选择和精确度提升带来了挑战。此外,目前的研究主要集中于浅层特征和评论文本的特征提取,往往忽略了评论照片所包含的图像信息,同时评论文本、照片、浅层特征这些多模态的信息需要应用多模态融合方法进行信息的提炼融合。基于此,文中将评论照片和评论文本作为影响在线评论有用性的潜在特征,并根据KAM知识采纳理论设计浅层特征集合。对于3种模态的数据,提出了一种基于协同注意力机制的三模态评论有用性预测模型(TMCAM),用于实现跨模态信息的交互和融合。实验结果检验了TMCAM模型的优越性能,证明了图像和文本信息的互补能够达到比单一模态信息更好的效果;浅层特征能够辅助预测评论有用性;相比简单的模态特征拼接,利用协同注意力机制进行跨模态信息交互有助于提升对评论有用性的感知。

基于多维度文本特征的电商平台评论有用性研究

伴随电子商务的发展,基于Web 2.0的在线评论体系不断完善,但海量评论降低了有效信息的获取效率,引发信息过载问题。如何迅速识别对消费者有用的评论、缓解信息过载问题,引起了业内与学界的广泛关注。利用大众点评网近5万条餐厅在线评论数据,综合考虑评论的多维度文本特征与情感表达倾向,采用Tobit、负二项回归方法对评论有用性影响因素开展实证研究。在此基础上,提出餐厅在线评论有用性分类阈值并使用支持向量机算法检验阈值的分类性能。研究结果表明:在线评论内容的菜品品质维度属性数量与平均长度、商家服务维度属性数量与平均长度以及正向情感倾向均显著正向影响在线评论有用性,且阈值为2的模型分类性能最佳。因此,电子商务网站可以进一步优化在线评论体系,提高消费者信息获取效率,促进在线评论生态持续向好发展。

Analysis of Review Helpfulness Based on Consumer Perspective

When consumers make purchase decisions, they generally refer to the reviews generated by other consumers who have already purchased similar products in order to get more information. Online transaction platforms provide a highly convenient channel for consumers to generate and retrieve product reviews. In addition, consumers can also vote reviews perceived to be helpful in making their decision. However, due to diverse characteristics, consumers can have different preferences on products and reviews. Their voting behavior can be influenced by reviews and existing review votes. To explore the influence mechanism of the reviewer, the review, and the existing votes on review helpfulness, we propose three hypotheses based on the consumer perspective and perform statistical tests to verify these hypotheses with real review data from Amazon. Our empirical study indicates that review helpfulness has significant correlation and trend with reviewers, review valance, and review votes. In this paper, we also discuss the implications of our findings on consumer preference and review helpfulness.

同伴反馈圈:三人小组中口头观察同伴反馈在学生反馈素养发展中的价值

关于同伴反馈有效性、尤其是学习者积极参与反馈并根据反馈采取行动的最佳方式的争论越来越多(Lam,2017)。研究表明,妥善处理的同伴反馈可以带来许多社会、认知和语言方面的好处(Sun&Doman,2018)。本文研究了24位来自缅甸的英语教师对于同伴反馈圈(PRC)的看法。在PRC中,学习者以三人一组的形式工作,其中两人对第三个人的表现提供反馈,第三个人倾听、反思,然后才对反馈意见做出回应。结果发现,教师认为这种安排可以增加反馈的数量、多样性和可靠性,营造更有利于反馈的氛围,并有助于发展“软技能/通用技能”。受访者认为,教师和学生对这种新方法不熟悉、时间限制以及可能出现相互矛盾的反馈意见是PRC的潜在困难。为了克服这些问题,受访者建议为教师和学习者提供培训与示范。本文为管理同伴反馈的不同方式提供借鉴,强调了在三人小组相对于二人小组的好处,以及口头观察同伴反馈对培养学生反馈素养的价值。在同伴反馈培训过程中,不仅需要关注程序方面,还需要关注培养学习者的情绪能力,以帮助他们在当今的教育环境中持续学习。