提高学生写作反馈素养:在线同伴互评和生成式AI反馈的影响  

The development of student writing feedback literacy:The effects of online peer feedback and generative AI feedback

作　　者：武永 李思莹 冀娇娇 WU Yong;LI Siying;JI Jiaojiao

机构地区：[1]北京邮电大学

出　　处：《语言测试与评价》2024年第2期31-44,共14页Language Testing and Assessment

基　　金：国家社会科学基金项目“高校英语学习者反馈素养评价指标体系构建及应用研究”(项目编号:23BYY154)的阶段性成果。

摘　　要：学生写作反馈素养是影响写作反馈效果的关键因素,然而,关于如何提高学生写作反馈素养的教学实证研究较少。在线同伴互评和生成式AI反馈已被广泛用于写作教学,但鲜见研究关注这两种反馈对学生反馈素养的影响。本研究对比了在线同伴互评和生成式AI反馈对学生写作反馈素养的影响。研究发现,同伴组和AI组学生在认可反馈、作出判断和采取行动这三个维度均有显著进步;和AI反馈相比,在线同伴互评对学生情感管理能力的影响更大。以上发现对于培养学生写作反馈素养、提高写作教学效果有重要参考意义。Student writing feedback literacy is a key factor influencing the effectiveness of feedback in L2 writing.However,there is limited empirical research on how to improve student writing feedback literacy.Online peer feedback and generative AI feedback have been widely used in writing instruction,but few studies have examined their effects on student writing feedback literacy.This study compared the effects of online peer feedback and generative AI feedback on student writing feedback literacy.Findings indicated that both groups showed significant improvement in appreciating feedback,making judgments,and taking action.Compared to AI feedback,online peer feedback had a greater impact on students’affective management ability.These findings have important implications for cultivating students’writing feedback literacy and enhancing the effectiveness of L2 writing instruction.

关 键 词：在线同伴互评 AI反馈 学生反馈素养 

分 类 号：G63[文化科学—教育学]