Online Peer Feedback in Beginners’ Writing Tasks: Lessons Learned
Online Peer Feedback in Beginners’ Writing Tasks: Lessons Learned
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初学者写作任务中的在线同伴反馈：经验教训
DOI：
10.17161/iallt.v43i1.8516
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Helen Villers
中科院分区：
文献类型：
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作者：
Constanza Tolosa;Martin East;Helen Villers
本研究有助于了解在线交流与外语学习之间的关系，特别是当教师寻求为学习者提供真实的互动机会时。本研究的动机是在新西兰的背景下，努力克服外语学习者和母语者之间的互动的地理限制。我们报告的调查结果的探索性研究到anonline互惠同侪辅导计划建立，以提高外语学习的一组初学者11岁的学生的西班牙语，特别注重书面纠正反馈的好处。该项目旨在研究学生在网上相互辅导的过程，因为他们相互回应的文本。学生的信息分析集中在（1）由导师纠正的语言方面，（2）导师准确识别错误并提供输入的频率，（3）导师提供反馈的类型，（4）学习者如何对待纠正和反馈。研究结果表明，尽管学生并不总是能够提供准确的反馈或元语言解释，但他们愿意参与同伴纠错，并使用不同的策略和纠错技巧来促进对语言形式的注意。
This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.