Zhang Meng, He Qiaoling, Du Jianxia, Liu Fangtong, Huang Bosu
School of English Studies, Sichuan International Studies University, Chongqing, China.
College of General Education, Sichuan International Studies University, Chongqing, China.
Front Psychol. 2022 Sep 20;13:973478. doi: 10.3389/fpsyg.2022.973478. eCollection 2022.
Peer feedback is widely acknowledged for its advantages and benefits in improving students' learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners' perceived advantages of social affective disposition to using multiple platforms for delivering peer feedback is limited. To address the aforementioned research gap, we conducted this 12-week action research to explore how 12 doctoral students at a university in Macau perceived their experience of using multiple online feedbacks in an academic writing course. To integrate the various advantages of different online platforms, we adopted three tools including Moodle, Rain Classroom, and WeChat for the delivery of peer feedback. The results demonstrated learners' perceived advantages and disadvantages of online peer feedback and how the different online peer feedback can be combined to magnify their benefits for academic writing. It also revealed that the use of emojis, memes, and one-to-one conversation window on WeChat can foster students' positive emotions. However, the ubiquitous connection by WeChat Moments increased their emotional load and undermined peer trust.
同伴反馈因其在提高写作课程中学生学习效果方面的优势和益处而得到广泛认可。尽管研究发现在线平台的整合会影响同伴反馈，但关于第二语言学习者认为社交情感倾向对使用多种平台提供同伴反馈的优势的研究有限。为了弥补上述研究空白，我们开展了这项为期12周的行动研究，以探讨澳门一所大学的12名博士生如何看待他们在学术写作课程中使用多种在线反馈的体验。为了整合不同在线平台的各种优势，我们采用了三种工具，包括Moodle、雨课堂和微信来提供同伴反馈。结果展示了学习者对在线同伴反馈的感知优势和劣势，以及不同的在线同伴反馈如何结合起来以放大其对学术写作的益处。研究还表明，在微信上使用表情符号、表情包和一对一对话窗口可以培养学生的积极情绪。然而，微信朋友圈无处不在的连接增加了他们的情感负担并破坏了同伴之间的信任。
