Japanese student writers’ perspectives on anonymous peer review
Japanese student writers’ perspectives on anonymous peer review
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日本学生作家对匿名同行评审的看法
DOI：
10.1093/elt/ccy061
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发表时间：
2019
期刊：
影响因子：
2.5
通讯作者：
Sugene Kim
中科院分区：
文献类型：
--
作者：
Sugene Kim;Chih-Hao Chang;Sugene Kim;Sugene Kim
本文探讨了日本英语学习者在写作课堂上对面对面和匿名互评的看法。尽管数量很少，但一些研究声称，亚洲学生在提供负面反馈方面表现出困难，因为他们往往出于文化原因而不愿批评他人的工作。为了验证和扩展这些观察结果，本研究收集了64名日本大学生在两种情况下进行同行评议后的经验和观点。通过调查和半结构化访谈收集的数据分析并不支持以前持有的观点，即来自非西方文化背景的学习者倾向于不情愿的同行评审。此外，研究结果还表明，日本英语学习者对某一种同伴互评模式的偏好与各种因素密切相关。在如何更好地开展同行审评会议方面，讨论了可能的教学影响。
This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews did not support the previously held views that learners from non-Western cultural backgrounds are predisposed to be reluctant peer reviewers. Further, the findings indicated that Japanese EFL learners’ preference for a specific peer-review mode interacts closely with various factors. Possible pedagogical implications are discussed in relation to ways to better implement peer-review sessions.