文献类型：期刊文献

中文题名：在线同伴互评对读后续写学习效果的影响

英文题名：The Influence of Online Peer Review on the Learning Effect of the Reading-writing Integrated Continuation Task

作者：张朦[1]

机构：[1]广东海洋大学外国语学院

年份：2024

卷号：25

期号：5

起止页码：43

中文期刊名：西南交通大学学报（社会科学版）

外文期刊名：Journal of Southwest Jiaotong University(Social Sciences)

收录：国家哲学社会科学学术期刊数据库

基金：广东省教育科学规划课题(高等教育专项)“教育生态视角下广东高校外语思政教育数字化实践研究”(2023GXJK302);广东海洋大学高等教育教学改革项目“基于CSE的《高级英语》混合式教学多元化评价模式探索”(010201162205);广东海洋大学本科教学质量与教学改革工程项目“‘课程思政’示范课程——高级英语I”(PX-62024026)。

语种：中文

中文关键词：读后续写;同伴互评;学习效果

外文关键词：the reading-writing integrated continuation task;peer review;learning effect

中文摘要：同伴互评是外语传统教学的有益补充,互评过程有利于发挥支架作用,提高读者意识。以续理论教学法为基础,通过前测、后测和两次线上读后续写,采用定量研究、调查问卷和访谈法,选取广东某高校英语专业大一学生160人为实验被试,研究两种不同的互评模式对读后续写学习效果的影响,发现:(1)在线同伴互评对写作水平影响显著,写作过程有互动则成绩提升明显,反之则不明显,两种情况差异显著;(2)含同伴互评的读后续写学习效果显著优于单纯读后续写,也显著优于只读不写;(3)相较于Peerceptiv平台,使用iWrite平台的学习者学习效果提升更为明显,学习者普遍对线上同伴互评教学模式认可度较高,认为其评价客观、科学,有助于提高学习参与度和积极性。总体而言,不同模式的同伴互评可有效提升读后续写学习效果,教师可根据不同平台的特点和优势开展多元化写作教学。

外文摘要：Peer review is a useful supplement to foreign language teaching.Its process plays a supporting role and improves readers'awareness.Based on the continuation theory,this paper uses the methods of quantitative research,questionnaire and interview to explore the influence of Peerceptiv and iWrite on the learning effect of 160 undergraduate students in a university in Guangdong Province through the pre-test,post-test and two online continuation tasks.Results showed that(1)online peer review has a significant impact on writing ability.The scores improved significantly when they continued the text with peer review,in comparison with the continuation task containing no peer review;(2)the continuation task with peer review has a better learning effect than the simple continuation task,and it is also significantly better than reading-only task;(3)compared with Peerceptiv,learners using iWrite have a more obvious improvement in learning effect.Learners have a high recognition of online peer review,and believe that its evaluation is objective and scientific,which is helpful to improve learning participation and enthusiasm.In general,different modes of peer review can effectively improve the learning effect after the continuation task,and teachers can carry out diversified writing teaching according to the characteristics and advantages of different platforms.