Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/117124


Title: Effects of Peer Revision on Taiwanese Senior High School Students' English Writing
同儕互評對於台灣高中生英文寫作的影響
Authors: 賴怡秀
Lai, Yi-Hsiu
鍾榮富
Chung, Raung-fu
Date: 2005-11
Issue Date: 2018-05-09 15:43:51 (UTC+8)
Abstract: “Peer revision,” a trend in current writing instruction, offers learners opportunities to work in pairs or in small groups and to give appropriate feedback on one another’s writing. It has long been claimed to be an effective writing technique and is now a widely adopted teaching method in first, second and foreign language writing instruction (Mangelsdorf, 1992; McGroarty & Zhu, 1997; Spear, 1988). In Taiwan a number of researchers have attempted to explore the usefulness as well as effects of peer revision at university level classes (Chou, 2000; Huang, 1995; Li, 2002; Su, 1995; Tu, 1997). However, little is known about how peer response works for Taiwanese senior high school students. Therefore, this paper aims to investigate the effectiveness and effects of training for peer revision in a Taiwanese senior high school. Thirty-nine senior high school students participated in this study and received instruction in English writing in which peer revision was incorporated for six weeks. The effectiveness and effects of training for peer revision were assessed in terms of (a) students’ ability to critique peer writing; (b) operations and purposes of students’ revision; and (c) students’ attitudes toward peer revision and English writing in general. Various methods, including pre- and post-training questionnaires, and subjects’ revision and response sheets were used to examine the effects of the training for peer revision on students’ ability to critique peer writing, on their actual revision, and on their attitudes toward peer evaluation. It is hoped that this research may contribute to the study of peer revision in Taiwan and provide writing teachers with useful as well as effective ways to instruction in English writing in Taiwanese senior high schools.
「同儕互評」是近年寫作教學的趨勢,提供學習者機會,以兩人一對或小組方式提供其他同學寫作上的意見。而同儕互評也已被視為是一種有效的寫作方式並廣泛的運用於第一、第二和外語寫作教學。在台灣已有許多學者致力於探索同儕互評在大學課程中的有益程度與影響。然而,關於同儕互評如何對台灣高中生產生作用這個議題的相關探討仍十分稀少,因此,本研究目的為探索同儕互評的訓練對於台灣高中生是否有效及其影響。39位高中生參與了本研究,並且接受了為期六週的同儕互評訓練。本訓練對於學生的影響與有效程度則從下列幾點評估:(a)學生批評同儕寫作作品的能力,(b)學生更正改寫的目的與作用,(c)學生對於同儕互評與英文寫作的態度。許多研究工具包含前測與後測之問卷、學生改寫後的作品、回饋單等,均用以檢測同儕互評訓練對於學生彼此批判作品的能力、實際改寫的表現以及學生對於此活動的態度等之影響。期望本實驗結果能對台灣的同儕互評研究有所助益,並提供在高中教授英文寫作的教師實用且有效的教學方式。
Relation: Taiwan Journal of TESOL, Vol.2 No.1, 67-103
臺灣英語教學期刊
Data Type: article
Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

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