在线英语写作课程多元反馈吸收研究  

A Study on Integrated Feedback Uptake in an Online English Writing Course

作　　者：田丽丽[1] 周羽 TIAN Lili;ZHOU Yu

机构地区：[1]中国人民大学外国语学院,北京100872 [2]澳门大学教育学院,中国澳门999078

出　　处：《外语与外语教学》2022年第1期95-104,150,共11页Foreign Languages and Their Teaching

基　　金：中国人民大学2021年度“中央高校建设世界一流大学(学科)和特色发展引导专项资金”支持。

摘　　要：随着在线开放课程资源日渐丰富,如何有效构建在线课程环境下的反馈机制以保证学生的学习效果成为外语教学研究关注的热点之一。然而目前关于在线写作课程多元反馈吸收的研究相对匮乏。本文以五位学生的90篇作文文稿和1222条反馈评语为语料,以社会文化活动理论为框架,从反馈吸收率和影响反馈吸收因素两个方面,探讨在线课程环境下学生对于批改网-同伴-教师多元反馈的吸收过程。结果显示,学生能够从不同反馈来源吸收不同类型的反馈,并进行多稿修改。批改网和同伴的反馈数量最多,吸收率较低,教师反馈的数量最少,但吸收率最高。教师反馈可以弥补批改网反馈和同伴反馈的不足。在线课程环境下学生的主观能动性较强,反馈特性、学习者因素和在线课程环境对反馈吸收产生动态交互影响。With the rapid development of massive open online courses,how to establish effective feedback mechanisms so as to ensure effective students’learning outcomes in online writing contexts has become a research focus.However,research on integrated feedback in online writing courses remains limited.This study aims to contribute to research in this area.The data of this study consists of 90 essay drafts written by five students and 1,222 feedback comments these drafts received.Using Sociocultural Activity Theory as its framework,the present study explores the process of students’integrated(Pigai-peer-teacher)feedback uptake in an online English writing context and the factors impacting this uptake.Findings showed that students can incorporate feedback of various types from the diverse sources in online writing courses.Pigai and peers offered the highest amount of feedback with the lowest uptake rate.In contrast,the teacher offered the least amount of feedback with the highest uptake rate,serving as an effective complement to Pigai and peer feedback.In this online writing context,students exhibited considerable agency in handling feedback,which was also under the dynamic and reciprocal influence of both individual and contextual factors.

关 键 词：活动理论 在线写作课程 多元反馈 反馈吸收 

分 类 号：H319[语言文字—英语]