Katrin Peltzer , Alina Lira Lorca , Ulrike-Marie Krause , Vera Busse
{"title":"形成性反馈对英语议论文写作的影响以及跨语言迁移到德语的影响","authors":"Katrin Peltzer , Alina Lira Lorca , Ulrike-Marie Krause , Vera Busse","doi":"10.1016/j.learninstruc.2024.101935","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires.</p></div><div><h3>Results</h3><p>ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback.</p></div><div><h3>Conclusion</h3><p>Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101935"},"PeriodicalIF":4.7000,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000628/pdfft?md5=c1938e43655660b72dfb7cabcc3c6760&pid=1-s2.0-S0959475224000628-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German\",\"authors\":\"Katrin Peltzer , Alina Lira Lorca , Ulrike-Marie Krause , Vera Busse\",\"doi\":\"10.1016/j.learninstruc.2024.101935\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires.</p></div><div><h3>Results</h3><p>ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback.</p></div><div><h3>Conclusion</h3><p>Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"92 \",\"pages\":\"Article 101935\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-05-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000628/pdfft?md5=c1938e43655660b72dfb7cabcc3c6760&pid=1-s2.0-S0959475224000628-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000628\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000628","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German
Background
Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear.
Method
We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires.
Results
ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback.
Conclusion
Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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