He Wenjing, Gao Ying
School of Foreign Languages, Northeast Normal University, Changchun, Jilin, China.
Ministry of Education (MOE) Language Training Center and School of Foreign Languages, Northeast Normal University, Changchun, Jilin, China.
Front Psychol. 2023 Jul 14;14:1177094. doi: 10.3389/fpsyg.2023.1177094. eCollection 2023.
Although it is commonly acknowledged that peer feedback quality is crucial to the success of peer review, there is a lack of consensus on how it could be determined. More importantly, how feedback quality interacts with other factors like feedback features and focus, and ultimately influences peer feedback implementation remains insufficiently investigated.
The present study examined peer feedback quality and its impact on Chinese students' feedback implementation in two argumentative writing tasks. Peer feedback quality was measured according to a self-designed two-dimensional measurement scale: accuracy and revision potential.
Quantitative analyses of 5,606 implementable idea units of feedback and 440 writing drafts by 110 students revealed that feedback accuracy was at a medium level and revision potential was at a low level, with accuracy demonstrating stronger predictive power on implementation; the predictive strengths of feedback accuracy and revision potential were strongest when feedback features and focus were considered; the overall peer feedback quality was low and medium-quality feedback was implemented most frequently; feedback quality significantly and most strongly predicted implementation in combination with feedback features and focus.
The study highlights the importance of future instructions in training students to provide and implement high-quality feedback with good accuracy and high revision potential.
尽管人们普遍认为同行反馈质量对同行评审的成功至关重要，但对于如何确定反馈质量却缺乏共识。更重要的是，反馈质量如何与反馈特征和重点等其他因素相互作用，以及最终如何影响同行反馈的实施，仍未得到充分研究。
本研究在两项议论文写作任务中考察了同行反馈质量及其对中国学生反馈实施情况的影响。同行反馈质量是根据自行设计的二维测量量表进行衡量的：准确性和修订潜力。
对110名学生的5606个可实施的反馈意见单元和440篇写作草稿进行的定量分析表明，反馈准确性处于中等水平，修订潜力处于较低水平，准确性对实施情况的预测力更强；在考虑反馈特征和重点时，反馈准确性和修订潜力的预测力最强；总体同行反馈质量较低，中等质量的反馈实施最为频繁；反馈质量与反馈特征和重点相结合时，对实施情况的预测最为显著且有力。
该研究凸显了未来指导学生提供和实施具有高准确性和高修订潜力的高质量反馈的重要性。
