Corrective peer-feedback in an L2 Academic Writing context from three perspectives

从三个角度纠正二级学术写作环境中的同伴反馈

• 批准号: 22K00737
• 负责人: アームストロング マシュー
• 金额: $ 1万
• 依托单位: Kyushu University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00737/
• 关键词: Academic Writing; Peer Feedback; Learner Development; Corrective Peer Feedback

In FY2022, the research project was carried out as planned. Two pieces of writing including feedback comments were collected from students across six faculties via Google Documents in a Hybrid classroom setting. At the end of the semester, surveys were administered asking students about their views about the benefits of giving and receiving feedback, their preferred style of feedback, as well as their perceived ability to critically assess writing. Findings of this survey were presented at two conferences in Japan and America. Currently, in FY2023, I am examining the quality and quantity of feedback specifically in face-to-face environments. This includes classroom discussion between peer reviewers and collaboration, rather than blind reviews. Data collected will be compared with previous research findings during emergency remote learning, particularly the rate of uptake and degree of directiveness found in peer feedback. In FY2023, I will assign the same writing task to students in a face-to-face scenario and do a comparison of three learning environments.

2022财年，该研究项目按计划进行。在混合课堂环境中，通过 Google 文档从六个院系的学生那里收集了两篇文章，包括反馈意见。在学期结束时，进行了一项调查，询问学生对给予和接受反馈的好处的看法、他们喜欢的反馈风格以及他们认为批判性评估写作的能力。这项调查的结果在日本和美国的两次会议上公布。目前，在 2023 财年，我正在检查反馈的质量和数量，特别是在面对面环境中。这包括同行评审员之间的课堂讨论和协作，而不是盲目评审。收集的数据将与紧急远程学习期间的先前研究结果进行比较，特别是同伴反馈中的吸收率和指导性程度。在2023财年，我将在面对面的场景中向学生分配相同的写作任务，并对三种学习环境进行比较。

项目成果

Feedback in L2 Academic Writing: Prescriptive or Developmental?

L2 学术写作中的反馈：规范性还是发展性？

• DOI: 10.22492/issn.2186-5892.2023.14
• 发表时间: 2023
• 期刊: The Asian Conference on Education 2022: Official Conference Proceedings
• 作者: 奥田阿子;隈上麻衣;Matthew Armstrong
• 通讯作者: Matthew Armstrong

Exploring Learner Development through Dynamic Peer-to-Peer Dialogue

通过动态的同伴对话探索学习者的发展

• 发表时间: 2023
• 作者: 奥田阿子;隈上麻衣;Matthew Armstrong;Matthew Armstrong
• 通讯作者: Matthew Armstrong