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Examining the Effects of Automatic Comment Classification on Comment Types in Peer Review for Graduate Students' Academic Writing

机译：在研究生学术写作的同行评议中检查自动评论分类对评论类型的影响

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摘要

Although previous studies have confirmed the effect of peer review on academic writing, graduate students are usually unable to provide appropriate comments in peer review. As a result, their comments cannot effectively help authors revise academic papers. For this reason, in order to improve the quality of students' comments, this study aims to provide peer reviewers with feedback of the automatic classification of their comments in an existing peer review system, so that reviewers can improve their comments for writers. In order to examine its effect, this study designs an experiment in an academic writing course for first-year graduate students in two semesters. In the experimental group, peer reviewers are provided with the feedback, while students in the control group did not receive any feedback. The results showed that the graduate students in the experimental group consciously improved their comments after receiving the feedback, especially on the cognitive dimensions (e.g., increasing guidance) and the metacognitive dimensions (e.g., increasing evaluating comments). The findings may provide a direction for students to write high-quality comments and improve writing proficiency.
机译：尽管先前的研究已经证实了同行评审对学术写作的影响，但研究生通常无法在同行评审中提供适当的评论。结果，他们的评论无法有效地帮助作者修改学术论文。因此，为了提高学生评论的质量，本研究旨在为同行评论者提供他们现有评论系统中评论的自动分类的反馈，从而使评论者可以为作家改善评论。为了检验其效果，本研究针对两个学期的一年级研究生设计了一项学术写作课程中的实验。在实验组中，向同行评审者提供了反馈，而对照组中的学生没有收到任何反馈。结果表明，实验组的研究生在收到反馈后有意识地改善了他们的评论，尤其是在认知方面（例如，增加指导）和元认知方面（例如，在评估方面增加评论）。调查结果可能为学生撰写高质量的评论和提高写作水平提供指导。

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