Cui Ying, Schunn Christian D, Gai Xiaosong, Jiang Ying, Wang Zhe
School of Psychology, Northeast Normal University, Changchun, China.
Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.
Front Psychol. 2021 Nov 24;12:788474. doi: 10.3389/fpsyg.2021.788474. eCollection 2021.
This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students' writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students' autonomous motivation relative to no such growth from teacher feedback.
本研究调查了与教师反馈相比，经过培训的同伴反馈对学生写作发展和写作动机的长期影响（即到下学期）。在两个学期中，将英语写作课程的部分内容随机分配到教师反馈或经过培训的同伴反馈条件下。在第一学期，学生在写作课上要么接受如何实施同伴反馈的培训，要么只是学习写作范例（这些范例也用于培训工作）。在第二学期，学生在多项作业中接受教师或同伴反馈。在第二学期开始和结束时评估写作能力、写作自我效能感和写作自我调节学习。经过培训的同伴反馈和教师反馈对写作能力和写作自我效能感的提高有类似的积极影响。然而，与教师反馈没有这种增长相比，经过培训的同伴反馈显著增强了学生的自主动机。
