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研究生： 黃馨慧
Huang Hsi-hui
論文名稱： 高中生對同儕與教師在英文寫作上評改回饋之反應研究
A Study of Senior High Students’ Responses to Peer and Teacher Feedback on EFL Compositions
指導教授： 陳純音
Chen, Chun-Yin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2004
畢業學年度： 92
語文別： 英文
論文頁數： 118
中文關鍵詞： 同儕評閱 、修改 、教師評改回饋
英文關鍵詞： Peer Review, Revision, Teacher Feedback
論文種類： 學術論文
相關次數： 點閱：379  下載：32 
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    • 本研究主旨在於探究高中生對同儕與教師評鑑的認知，並調查分析與描述同儕與教師回饋對高中英文作文的影響。研究對象為台北縣立某高中社會組一班共三十八名高三學生，採同儕評閱、改寫後，接受教師評鑑方式進行，研究工具包含同儕互評檢視表及意見表、自我錯誤檢視表、問卷調查及個別訪談，目的在探討台灣高中學生對同儕與教師回饋的認知及同儕與教師評鑑的有效性與適用性。
    研究結果顯示：多數受試者對同儕評閱有正面的評價，同儕有助於作文中「內容」與「拼字」的進步，同時減少對英文作文焦慮並提升其興趣。此外，所有受試者認為教師回饋明顯改善其寫作技巧，尤其是「文法」的進步。多數受試者願意接受教師的代碼評改(coding correction)，並認為自我檢視表能有助分析和減少錯誤。受試者在改寫過程中最會檢視「文法」，其次為「拼字」；同儕意見最無說服力且無法在改寫中採用也是「文法」，但最有說服力並予採用的則是「拼字」。大多數受試者贊成實施多元讀者群的方法，因其能提高他們的自主性，也包含教師的專業評語，而結合多次改寫、資料整理能使受試者了解他們的缺點且注意寫作的過程。寫作成績分析顯示，受試者的英文作文改寫稿的整體成績呈現穩定地進步，而原稿排除第二篇時也是呈現進步的趨勢。
    本論文最後根據研究結果提出教學建議，鼓勵老師在英文寫作課結合同儕評論與教師回饋，以提昇學生之學習效果，同時也建議未來深入研究的方向。

    The present semester-long study aims to explore senior high students’ perceptions of peer and teacher feedback and investigate the influence of the feedback on EFL compositions. A peer writing evaluation checklist, a peer comment form, and a self-checklist of writing codes were applied to facilitate the efficient work. The subjects were 38 third-year senior high school students from a social-science class in Taipei County. At the end of the semester, a questionnaire and an interview were conducted to elicit the subjects’ perceptions about peer reviews and teacher feedback.
    What follows are the findings of the study: Most of the subjects reacted positively to peer reviews. They perceived their great improvement in content and spelling, reduction of apprehension, as well as enhancement of their interest and confidence in English composition. Moreover, all subjects admitted that teacher feedback significantly improved their writing techniques, particularly in grammar. Most of them accepted coding correction and agreed that the self-checklist record helped them reduce their errors. Regarding revisions, the subjects examined most in grammar followed by diction. Besides, the least convincing and the most convincing comments from the peers were on grammar and on spelling respectively. Most of the subjects supported multi-audience because it promoted their learning autonomy and included the teacher’s professional comments. Multi-revisions and portfolios also helped them get to know their weak points and observe their writing processes. Their holistic scores in the subsequent revisions progressively better over the whole semester. Except for the second topic, the other original writings improved gradually as well.
    It is hoped that teachers can incorporate peer reviews with teacher feedback in their writing classes. Finally, some pedagogical implications and suggestions for further research are given.

    TABLE OF CONTENTS Page ABSTRACT (CHINESE)……………………….i ABSTRACT (ENGLISH)………………………ii ACKNOWLEDGEMENTS…………………………iii TABLE OF CONTENTS…………………………iv LIST OF TABLES……………………………vi LIST OF FIGURES…………………………vii 1.INTRODUCTION…………………………………………1 1.1 Motivation……………………………………1 1.2 Purpose of the Study…………………………….3 1.3 Research questions…………………………………4 1.4 Significance of the Study………………………5 1.5 Definition of the Terms Used in the Thesis………………6 1.6 Organization of the Thesis……………………………………7 2.LITERTURE REVIEW…………………………………………8 2.1 Issues in Multi-Evaluation……………………………………8 2.1.1 Implementation of Peer Reviews…………………8 2.1.1.1 Positive Perspectives on Peer Reviews………………10 2.1.1.2 Negative Perspectives on Peer Reviews…………………11 2.1.1.3 Students’ Capability to Apply Peer Feedback…………12 2.1.2 Implementation of Teacher Feedback…………………13 2.1.3 Implementation of Students’ Revisions……………18 2.1.4 Combination of Multi-Audience and Multi-Revisions…21 2.2 Previous Empirical Studies of Peer Comments and Teacher Feedback………………23 2.2.1 Tsui (1999) …………………………………23 2.2.2 Tso (2002) ………………………………………….26 2.2.3 Jacobs et al. (1998)………………………………29 2.2.4 Tsui & Ng (2000) …………………………………31 2.3 Summary of Chapter Two………………………………35 3 METHODOLOGY……………………………36 3.1 Subjects……………………………36 3.2 Instruments…………………………38 3.2.1 Peer Writing Evaluation Form…………………………………39 3.2.2 Peer Comment Form……………………………………………40 3.2.3 Checklist of Writing Codes………………………41 3.2.4 Questionnaire………………………42 3.2.5 Interview…………………………………43 3.3 procedures…………………………………………………44 3.3.1 Conducting Peer and Teacher Feedback…………………45 3.3.2 Planning Writing Tasks……………………………………51 3.4 Summary of Chapter Four…………………………………51 4 RESULTS AND DISCUSSION……………………………………52 4.1 Do EFL Senior High Students Find Peer Reviews on Their Compositions Beneficial?……………………………52 4.2 What Do EFL Senior High Students Think of Teacher Feedbacks on Their Compositions?………………………64 4.3 How Do EFL Senior High Students React to the Incorporation of Peer Reviews to Revisions?……………………………………72 4.4 Does the Implementation of Multi-audience Approach with Multi-revisions and Portfolios Help EFL Senior High Students on Their Compositions? …………………77 4.5 Does the Holistic Scores of EFL Senior High Students’ Composition Progress after the Implementation of Multi-audience Approach with Multi-revisions and Portfolios?…81 4.6 Summary of Chapter Four………………………………………86 5.CONCLUSION………………………………………………………88 5.1 summary…………………………………………………88 5.2 Pedagogical Implications……………………………90 5.3 Limitations of the Present Study and Suggestions for Further Research………93 BIBLIOGRAPHY…………………………………………………………95 APPENDIX A: Writing Evaluation Form (English Version) …………………………102 APPENDIX B: Writing Evaluation Form (Chinese Version) ……………………………103 APPENDIX C: Peer Comment Form (English Version) ………………………………104 APPENDIX D: Peer Comment Form (Chinese Version) …………………………………….105 APPENDIX E: Self-Checklist of Writing Codes……………………………………………..106 APPENDIX F: Questionnaire about English Writing………………………………………...107 APPENDIX G: An Example of Subjects’ Original Writing and Subsequent Revisions……..110 APPENDIX H: An Example of Subjects’ Peer Reviews……………………………………..112 APPENDIX I: An Example of Subjects’ Peer Written Comments…………………………...114 APPENDIX J: An Example of Subjects’ Self-correction……………………………………115 APPENDIX K: Subjects’ Error Frequency Counts……………………………………116

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