学生对学术英语写作同伴纠错的认知:以高等教育为例

Chasna Tsuroyya
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引用次数: 3

摘要

同伴矫正在语言教学中发挥着重要作用,有助于激励二语学习者在写作课堂上的表现。同伴矫正促进了自主学习的发展,因为教师的复习取代了依赖,从而降低了学生的主动性。然而,先前的研究表明,由于学生缺乏知识,无法帮助其他学生,许多教师仍然怀疑同伴矫正的有效性。本研究调查了在学术写作任务中提供或接受同伴书面纠正的英语二语学习者的写作表现。20名参与者报名参加了苏拉卡塔一所州立大学英语教育系的写作课程。他们被赋予了一个评估其他学生写作任务和接受同伴反馈的准则。在数据收集方面,问卷是在写作项目结束后收集的。结果表明,同伴纠正的使用提高了他们的写作动机、自我调节的反思、双向交流和更深层次的批判性思维。因此,本研究清楚地发现了同伴纠正在提高学生学术写作方面的效率,并可用于英语学习者的写作课堂
本文章由计算机程序翻译,如有差异,请以英文原文为准。
STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION
Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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