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首页> 外文学位 >An examination of teacher feedback, face-to-face peer feedback, and Google Documents peer feedback in Taiwanese EFL college students' writing.
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An examination of teacher feedback, face-to-face peer feedback, and Google Documents peer feedback in Taiwanese EFL college students' writing.

机译：对台湾EFL大学生写作中的老师反馈，面对面的同peer反馈和Google Documents的同feedback反馈进行了检查。

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摘要

The problem. The purpose of this study is to measure the similarities and differences in students' writing performance, quality of writing, and perceptions among teacher-feedback, face-to-face written peer-feedback, and Google Documents peer-feedback groups.;Method. A three-group, quasi-experimental, repeated-measures design was used. The dependent variable is the essay performance score; the type of feedback is the independent variable. Moreover, qualitative information collected from the telephone interviews was used to complement the results of the four-point Likert-scale questionnaire on students' perceptions.;Results. The results of this study show some similarities and differences in the feedback approaches and in comparison with previous research studies.;Students in the current study received equivalent feedback from the teacher, face-to-face peer-feedback, and peer feedback through Google Docs groups. Students in the teacher-feedback group improved their final-draft writings compared to their first drafts and had the highest quality of revision with respect to the criteria of content, organization, grammar, and mechanics. The next most improved were the students in the face-to-face peer-feedback group, and then the students in the Google Docs peer-feedback group. However, it was noticed that all three groups of students had difficulties with the vocabulary in their revisions.;In addition to revision quality among the three groups and the amount of feedback students received from their teacher or peers, students' perceptions were investigated. Overall, students in the teacher-feedback group had positive experiences with teacher feedback and used it for revision. However, students in the face-to-face peer-feedback and Google Docs peer-feedback groups had negative experiences with participating in the peer-feedback activity. In addition, students in all groups felt that the feedback activity did not help them become good writers, increase their motivation to write in English, or help them overcome their fear of writing in English.;Based on the findings of this research study, educational changes in English writing instruction are recommended to remedy the problems that teachers and students experience in writing classes in the Taiwanese context of English language learning. Further research is suggested to produce better solutions to the English writing problems that instructors and students encounter in the field of language teaching and learning.
机译：问题。这项研究的目的是衡量教师的反馈，面对面的书面对等反馈和Google Documents对等反馈组之间学生的写作表现，写作质量以及看法的异同。使用三组准实验重复测量设计。因变量是论文成绩。反馈的类型是自变量。此外，电话采访中收集的定性信息被用来补充关于学生感知的四点李克特量表的结果。这项研究的结果表明，反馈方法与以前的研究相比有一些异同。；当前研究的学生从老师那里获得了同等的反馈，面对面的同peer反馈以及通过Google Docs获得的同peer反馈组。与第一稿相比，教师反馈组的学生改进了最终草稿的写作，并且在内容，组织，语法和机制的标准方面，修订质量最高。进步最快的是面对面的同peer反馈组的学生，然后是Google Docs的同peer反馈组的学生。但是，注意到所有三组学生的修订词汇都存在困难。；除了三组学生的修订质量和学生从老师或同伴那里获得的反馈数量外，还调查了学生的看法。总体而言，教师反馈组的学生在教师反馈方面拥有积极的经验，并将其用于修订。但是，面对面的同级反馈和Google Docs的同级反馈组中的学生参加同级反馈活动的经历是负面的。此外，所有组的学生都认为反馈活动并没有帮助他们成为优秀的作家，没有增加他们用英语写作的动力，或帮助他们克服了对用英语写作的恐惧。;基于本研究的结果，教育建议改变英语写作教学，以纠正教师和学生在台湾英语学习中写作课上遇到的问题。建议进一步研究以提供更好的解决方案，以解决教师和学生在语言教学领域遇到的英语写作问题。

著录项

  • 作者

    Lin, Yi-Chia A.;

  • 作者单位

    Alliant International University, San Diego.;

  • 授予单位 Alliant International University, San Diego.;
  • 学科 Education Language and Literature.;Language General.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 186 p.
  • 总页数 186
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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