教師資料查詢 | 類別: 期刊論文 | 教師: 張雅慧 Yea Huey Chang (瀏覽個人網頁)

標題:Teacher modeling on EFL reviewers' audience-aware feedback and affectivity in L2 peer review
學年103
學期2
出版(發表)日期2015/07/01
作品名稱Teacher modeling on EFL reviewers' audience-aware feedback and affectivity in L2 peer review
作品名稱(其他語言)
著者Carrie Yea-huey Chang
單位淡江大學英文學系
出版者Kidlington: Pergamon Press
著錄名稱、卷期、頁數Assessing Writing 25, pp.2-21
摘要This exploratory classroom research investigated how prolonged one-to-one teacher modeling (the teacher demonstrating desirable behaviors as a reviewer) in feedback to student reviewers’ essays may enhance their audience-aware feedback and affectivity in peer review. Twenty-seven EFL Taiwanese college students from a writing class participated in asynchronous web-based peer reviews. Training was conducted prior to peer reviews, and the teacher modeled the desirable reviewer behaviors in her feedback to student reviewers’ essays to prolong the training effects. Pre-modeling (narration) and post-modeling (process) reviews were analyzed for audience-aware feedback and affectivity. Reviewers’ audience awareness was operationalized as their understanding of reviewer–reviewee/peer–peer relationship and reviewees’ needs of revision-oriented feedback on global writing issues to improve the draft quality. Paired t-tests revealed significantly higher percentages of global feedback and collaborative stance (revision-oriented suggestions), more socio-affective functions, and a higher percentage of personal, non-evaluative reader feedback and a lower percentage of non-personal evaluator feedback in the post-modeling reviews. Such a difference, however, was not found in review tone. Overall, our findings confirm that EFL student reviewers can learn peer review skills through observation of their teachers and use of complementary tools such as checklists.
關鍵字Teacher modeling;L2 writing;Audience awareness;Affectivity;Peer review
語言英文
ISSN1075-2935;1873-5916
期刊性質國外
收錄於SSCI;
產學合作
通訊作者Carrie Yea-huey Chang
審稿制度
國別英國
公開徵稿
出版型式,電子版,紙本
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