Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers
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DOI：
10.1080/09588221.2020.1799824
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发表时间：
2020-07-31
影响因子：
7
通讯作者：
Yu, Shulin
中科院分区：
文献类型：
--
作者：
Jiang, Lianjiang;Yu, Shulin
虽然学生作家很容易获得自动反馈，但学生如何利用资源和策略来使用这些反馈在很大程度上仍未被探索。本研究以活动理论和挪用概念为基础，将学生的自动反馈行为定义为由资源和内化策略介导的社会挪用行为。本研究基于学生的草稿、自动反馈和提交信息、半结构化访谈和文件等多种来源的数据，探讨了一组英语作为外语的学生在写作活动中使用自动反馈的经历。研究结果揭示了学生的三种挪用形式（即，常规，部分和罕见），他们使用了各种人工制品（例如，字典）和规则（例如，教师要求），承担了不同的角色（例如，学生作家，聚光灯回避者），并诉诸不同的社区成员（例如，同龄人）来调解他们的挪用。研究结果还表明，学生在资源内化方面存在着选择、情绪调节和目标设定三个子过程的差异。这些发现提出了一个关键的需要，即重新审视提交即时自动反馈的想法是激励的，并观察在教学上使用自动反馈时设置阈值分数的潜在反作用。本研究认为，学生应培养对中介资源和国际化策略的认识，以便更有自律地使用自动反馈。
While automated feedback is becoming readily accessible to student writers, how students employ resources and strategies to use such feedback remains largely unexplored. Informed by activity theory and the construct of appropriation, this study conceptualizes students' use of automated feedback as social appropriation mediated by resources and internalization strategies. Based on multiple sources of data including students' drafts, automated feedback and submission information, semi-structured interviews and documents, this study explored a cohort of English as a Foreign Language (EFL) students' experiences of appropriating automated feedback in their writing activities. The findings revealed three forms of appropriation (i.e., regular, partial, and rare) among the students, who had used various artifacts (e.g., dictionary) and rules (e.g., teacher requirement), taken on different roles (e.g., student writer, spotlight-avoider), and resorted to different community members (e.g., peers) to mediate their appropriation. The findings also showed that the students further differed in their internalization of the resources through three sub-processes: selecting, emotion-regulating, and goal-setting. These findings pose a critical need to revisit the idea that submission for immediate automated feedback is motivating and to watch the potential washback effect of setting a threshold score when pedagogically using automated feedback. The study argues that students should develop their awareness of the mediating resources and the internationalization strategies for more self-regulated use of automated feedback.