学生参与书面反馈:关键问题和前进方向

IF 3.6 2区 文学 Q1 LINGUISTICS
Zhicheng Mao, Icy Lee
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引用次数: 4

摘要

尽管有大量的研究调查了反馈的技术性和有效性,但很少有人关注学生对书面反馈的参与。在第二语言写作研究中,学生的参与被认为是将反馈与学习成果联系起来的关键,也是反馈有效的关键。本文旨在对学生参与第二语言写作书面反馈的实证研究进行批判性回顾,并为未来的研究和课堂实践提供建议。利用系统和明确的方法来识别、选择和批判性地评估相关研究,本文提供了一个综合的研究结果,涉及:(a)第二语言学生参与书面反馈的方式;(b)影响学生参与书面反馈的因素;(c)教学活动对学生参与书面反馈的影响。本研究还在回顾证据的基础上,概述了未来研究的几个领域,并为第二语言教师提供了教学建议。通过综合关于学生参与的书面反馈的实证研究结果,并提炼其含义,本文推进了这一研究不足但重要的主题的现有知识,并提出了可以为研究和教学实践提供新途径的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student Engagement with Written Feedback: Critical Issues and Way Forward
Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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