文献类型：期刊文献

中文题名：不同模式的同伴反馈对英语写作质量的影响——以读后续写教学为例

英文题名：Influence of Different Peer Feedback on English Writing?Taking the Continuation Task of Writing as an Example

作者：张朦[1]

机构：[1]广东海洋大学外国语学院,广东湛江524000

年份：2024

卷号：46

期号：6

起止页码：528

中文期刊名：上海理工大学学报（社会科学版）

外文期刊名：Journal of University of Shanghai for Science and Technology：Social Sciences Edition

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)(2023GXJK302);广东省高等教育学会“十四五”规划高等教育研究课题(22GQN51);广东海洋大学教育教学改革项目(010201162205);湛江市哲学社会科学规划项目(ZJ23YB38)。

语种：中文

中文关键词：同伴反馈;读后续写;文本质量;促学效果

外文关键词：peer feedback;the continuation task;text quality;effect of promoting learning

中文摘要：同伴反馈是一种有效的教学手段,其对外语教学有一定促进作用,评价过程有助于建立评者与作者的密切互动,发挥同伴支架作用。研究基于不同在线平台的混合学习实践,以读后续写教学为例,采用定量研究探讨同伴反馈对读后续写的促学效果。发现:1)有同伴反馈的读后续写教学效果有显著提升,反之则不明显,且读后续写促学效果优于单纯阅读理解;2)相较于单纯读后续写,经同伴反馈的续写有助于修改词汇和篇章维度的错误,提升读者意识;3)学习者认同基于反思日志的同伴反馈在文本质量、语言逻辑等维度的提升效果,其产生的互助支架有助于学习共同体的形成。

外文摘要：Peer feedback is an effective teaching method and plays an active role in foreign language teaching.The evaluation process helps to establish close interaction and peer support between reviewers and authors.Taking the teaching of the continuation task as an example,this study adopts quantitative research to explore the effect of peer feedback on the continuation task based on the mixed learning practice of different online platforms.It finds that:1)the teaching effect of the continuation task with peer feedback is significantly improved,and it is better than that of simple reading comprehension;2)compared with the continuation task without peer feedback,the continuation task after mutual evaluation is helpful to correct mistakes of wording and text structure,improving readers’awareness;3)learners recognize the active role of peer awareness per reflection log about text structure,language choice and logic coherence,and their mutual support is conducive to from a learning community.