International Journal of Education
International Journal of Education. 2024; 6: (3) ; 10.12208/j.ije.20240044 .
总浏览量: 54
东北电力大学 吉林吉林
*通讯作者： 王鹏,单位：东北电力大学 吉林吉林；
本研究旨在探讨BOPPPS教学模式下，在线写作同伴互评中不同类型评语对学生情绪体验的影响。通过对英语国家概况课中60名英语专业本科生进行实验研究，参与者被随机分配到接受正向评语、负向评语和中性评语的组别，并分别在前测和后测中完成写作任务及情绪体验问卷。研究结果表明，正向评语能够显著增强学生的积极情绪体验，提升其写作表现和学习信心；负向评语则可能引发消极情绪，削弱学习动机；中性评语的情绪影响较为平和，对学习动力的激发效果有限。本研究的发现为在线同伴互评的设计与实践提供了有价值的参考，强调了评语类型对学生情绪体验和学习效果的重要性，建议在教学过程中注重情感因素的调节，以提升学生的学习积极性和成效。
This study aims to explore the impact of different types of feedback on students’ emotional experiences in peer review of online writing under the BOPPPS teaching model. An experimental study was conducted with 60 undergraduate English majors in a course on the Overview of English-speaking Countries. Participants were randomly assigned to groups receiving positive, negative, and neutral feedback, and completed writing tasks and emotional experience questionnaires in both pre-tests and post-tests. The results indicate that positive feedback significantly enhances students’ positive emotional experiences, improves their writing performance, and boosts their learning confidence. In contrast, negative feedback may trigger negative emotions and diminish learning motivation. Neutral feedback has a more subdued emotional impact and has limited effects on stimulating learning motivation. The findings of this study provide valuable insights for the design and practice of online peer review, emphasizing the importance of feedback types on students’ emotional experiences and learning outcomes. It is suggested that emotional factors should be considered and adjusted during the teaching process to enhance students’ learning engagement and outcomes.
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