在以过程为导向的 L2 写作中,学生对在线同伴反馈的看法:定性调查

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

在第二语言(L2)写作中,同伴反馈一直是至关重要的,因为第二语言学习者尤其需要反馈的促进作用来提高他们的写作技能。尽管最近的研究强调了同伴反馈在第二语言写作中的益处,但仍需要更多的课堂背景下的定性研究,以探索同伴反馈在社会群体(包括技术增强的互动社会环境)中的持续流动。本案例研究将土耳其一所大学的学生作为同伴反馈过程的中心,探讨在学术写作课程的自然环境中,使用学生博客进行在线同伴评价的 L2 写作者(n = 35)如何看待 L2 写作中的在线同伴反馈。这项定性研究采用了案例研究设计,使用的数据来自学生的作文(210 篇)、以博客为媒介的同伴评论(35 个学生的博客)和自我反思论文(105 篇反思)。通过布劳恩和克拉克的归纳式主题分析法对数据进行了分析。分析得出的四个主题显示,在在线写作社区中体验到的同伴反馈,通过创造机会让学生共同理解同伴反馈和建立写作社区,提高了学生有效感知和使用反馈的能力,同时也增强了学生的批判性思维能力,这是写作过程的一个重要方面。本研究深入探讨了学生在第二语言写作中的在线同伴反馈体验,强调了创建一个支持性和协作性学习环境对于促进有效反馈实践和提高学生第二语言写作技能的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry

Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.

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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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