International Journal of Education
International Journal of Education. 2024; 6: (4) ; 10.12208/j.ije.20240075 .
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西北农林科技大学 陕西咸阳
*通讯作者： 王少娟,单位：西北农林科技大学 陕西咸阳；
本研究通过写作文本，调查问卷和半结构访谈法考察了非英语专业12名大一学生历时一学期的反馈投入情况。研究发现，一学习者反馈投入表现为批改网+教师并重型，同伴+教师并重型和批改网+同伴+教师并重型的三种反馈投入模式。二是无论倾向于哪种反馈模式，学习者都能够积极投入其间，其中自动批改平台反馈量最高，学习者修改率却最低；教师反馈量最少，学习者接受率却最高；而同伴反馈投入则介于两者之间。研究表明，多种类型的反馈投入可以促进学习者对二语写作的积极参与，将反馈投入最终转化为学习效果。
This study examined the engagement with written feedback of twelve freshmen with non-English majors over one semester through writing texts, questionnaires and semi-structured interviews. It was found that engagement with written feedback showed three patterns of feedback, namely, Critique Network + Teacher Concurrent, Peer + Teacher Concurrent and Critique Network + Peer + Teacher Concurrent. Secondly, learners were actively participating in the model of engagement with written feedback they preferred. The highest amount of feedback provided from the automated correction system, the lowest rate for learners revised. The lowest amount of teacher feedback offered, the highest rate for learners accepted and the engagement with feedback in peers raked the middle of three models. The study suggests that multiple types of engagement with written feedback can promote learners' active participation in the second language writing and ultimately transform the engagement with feedback into effective learning outcome.
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