一項關(guān)于大學生在英語寫作中對同伴反饋態(tài)度的調(diào)查.pdf

1、分 類 號： HO 密 級： 無學校代碼： 10414 學 號：2012010461碩士研究生學位論文 碩士研究生學位論文An Investigation into University Students’perceptions of Peer Feedback in EFL WritingClassroom一項關(guān)于大學生在英語寫作中對同伴反饋態(tài)度的調(diào)查一項關(guān)于大學生在英語寫作中對同伴反饋態(tài)度的調(diào)查潘圍芳 潘圍芳院 所： 外國語學院 導

2、師姓名： 饒振輝學科專業(yè)： 英語語言文學 研究方向： 二語習得二○一五 年 月 六IAbstractSince the 1980s, researchers started showing a gradual interest in investigatingthe topic of peer feedback in ESL writing classroom. Peer feedback has now becomeone of th

3、e important components of research areas, and has gained great attentionfrom many researchers. Although an extensive research on peer feedback has beenconducted abroad, few studies on peer feedback in China were carried

4、out. For thisreason, it is necessary to make more studies on peer feedback in Chinese writingcontext, so that Chinese English teachers and learners can gain some implications forEnglish teaching and learning.The present

5、study examined non-English major students’ perceptions of peerfeedback in English writing. The subjects in this study were 140 second-yearnon-English majors from Psychology College of JiangXi Normal University. Thestudy

6、first investigated the students’ responses to peer feedback in overall attitude, andthen it explored the differences in students’ attitude towards peer feedback. Next, itexamined the effects of English proficiency on stu

7、dents’ attitude to peer feedback. Thedata in this study were collected by a questionnaire, a semi-structured interview andCET-4 writing, and were carefully analyzed by the SPSS Version 13.0. The majorfindings of this stu

8、dy were summarized as follows:1) Non-English major students held a positive attitude towards peer feedback.75% of participants admitted that they liked peer feedback activity. 62.1% of themthought peer feedback activity

9、could help them to improve their writing ability. 65%liked reading peers’ writing. 72.2% of them liked receiving peer oral feedback, and65.7% of the participants thought that it was beneficial to read peers’ written feed

10、back.In addition, most students preferred to receiving peers’ oral feedback (M=3.59),reading peers’ writing (M=3.50) and reading peers’ written comments (M=3.36).What’s more, most students claimed that peer feedback acti

11、vity could make somechanges into their writing content, organization and language.2) Although most students were in a positive attitude towards peer feedback inEFL writing class, there were some differences in attitude t