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題名 教師回饋在多次文稿寫作上的成效--以台灣高中英文課為例
The Efficacy of Teacher Feedback on Multi-draft Writing--A Case Study in Taiwan High School English Class
作者 黃淑萍
Huang, Shu Ping
貢獻者 尤雪瑛
黃淑萍
Huang, Shu Ping
關鍵詞 教師回饋
英文寫作
多次文稿
批改
評語
心得單
分數
teacher feedback
English writing
multi-draft
error correction
comments
cover sheets
grades
日期 2008
上傳時間 19-Sep-2009 13:05:34 (UTC+8)
摘要 教師回饋在學生的寫作過程中是很重要的，所以如何給予有效的回饋是個值得探討的議題。這個研究是在評估老師的書面回饋對於高中生多次文稿英文寫作練習的成效。桃園市某所國立高中的高三學生，一班共36位 (男生27位，女生9位) 參與這項為期從2007年九月到2008年一月的研究。教師回饋的方式是在第一次文稿上給予代號批改及評語，在第二次文稿上直接寫上正確答案及評語，在第三次文稿上直接給予答案並附上評語。老師不會在每次的文稿上評分，而學生在繳交改寫的文稿時要附上心得單。這項研究包含敘述文體的前測及後測、兩份參與者對教師回饋的問卷、及參與者的訪談。研究結果如下：第一，這種教師回饋對於整體的寫作品質上的進步有所貢獻。第二，雖然這樣的教師回饋對於整體的寫作正確度上沒有明顯的改善，但在時態及標點符號方面卻有正向的影響。第三，參與者對於這樣的教師回饋抱持著正面的態度。最後，討論此研究在教學上的意涵及對未來研究的建議。
Teacher feedback is important in students’ writing process, so how to give effective teacher feedback is an issue worth investigation. The present study assessed the effect of teacher written feedback on high school students’ multi-draft English writing practice. A class of 36 seniors (27 boys and 9 girls) in a national senior high school in Taoyuan City participated in this study from Sep. 2007 through Jan. 2008. The teacher feedback was to give coded correction and comments on Draft 1, to offer direct correction and comments on Draft 2, and to provide direct correction and comments on Draft 3. Grades were assigned randomly and the participants had to submit cover sheets in revision. The study included the pre-test and the post-test on narrative writing, two questionnaires on the participants’ perceptions of the teacher feedback, and interviews. The results are as follows: First, this teacher feedback contributed to significant improvement in the overall writing quality. Second, this teacher feedback yielded no significant difference in the overall writing accuracy, but it had some positive effect on tense and punctuation. Third, the participants took a positive attitude toward this teacher feedback. Finally, some implications for teaching and suggestions for future research were discussed.
參考文獻 Applebee, A. N. (1986). Problems in process approaches: Toward a reconceptualization of process instruction. In A. R. Petrosky & D. Bartholomae (Eds.), The teaching of writing: Eighty-fifth yearbook of the national society for the study of education part II (pp.95-113). Chicago: the National Society for the Study of Education.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing,14, 191-205.
Bowen, J. D., Madsen, H. & Hilferty, A. (1985). TESOL techniques and procedures. Singapore: Newbury House.
Carson, J. G., & Nelson, G. L. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3(1), 17-30.
Cault, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28(1), 181-188.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296.
Chang, C. C. (1998). The case study of the effect of error correction on the grammatical structures of three Chinese university students` EFL writing. Unpublished master`s thesis, National Tsing Hua University, Hsinchu. ROC.
Chang, H. (2004). A descriptive study of TVE teachers` and students` perspectives on English writing instruction. Unpublished master`s thesis, National Yunlin University of Science & Technology, ROC.
Chang, S. C. (2005). The effect of multi-draft writing procedure on EFL high school students` writing quality and their attitudes toward writing and revision. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.
Chao. T. C. (2004). The effects of web-based peer assessment on lowering senior high students` writing apprehension. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.
Chen. B. L. (2004). A comparative study of teacher evaluation and peer evaluation on the English writing of senior high school students. Unpublished master`s thesis, National Kaohsiung Normal University, ROC.
Chiang, P. J. (1992). How to improve English composition teaching in Taiwan`s high schools: A study of error types and learning strategies. Unpublished master`s thesis, National Kaohsiung Normal University, ROC.
Chien, C. W. (2005). Effects of online peer response on EFL college writing. Unpublished master`s thesis, National Tsing Hua University, Hsinchu, ROC.
Chuang. H. C. (2005). Taiwanese students` perceptions on peer review activity. Unpublished master`s thesis, Ming Chuan University, Taoyuan, ROC.
Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147-179.
Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39-60.
Ferris, D. R. (1995a). Teaching students to self-edit. TESOL Journal, 4(4), 18-22.
Ferris, D. R. (1995b). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10.
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How
explicit does it need to be? Journal of Second Language Writing, 10, 161-184.
Ferris, D. R., Pezone, S., Tade, C. R., & Tinti, S. (1997). Teacher commentary on student writing: Descriptions & implications. Journal of Second Language Writing, 6(2), 155-182.
Goldstein, L. M. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13, 63-80.
Goldstein, L. M. (2005). Teacher written commentary in second language writing classrooms. MI: University of Michigan Press.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex, England: Pearson Education Limited.
Hayward, V. (1993). Assessing students` writing: A hands-on guide from the northern territory. In C. Bouffler (Ed.), Literacy evaluation: Issues & practicalities (pp. 63-76). Portsmouth, NH: Heinemann.
Hedgcock, J., & Lefkowitz, N. (1992). Collaborative oral/aural revision in foreign language writing instruction. Journal of Second Language Writing, 1(3), 255-276.
Hendrickson, J. M. (1987). Error correction in foreign language teaching: Recent theory, research, and practice. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 355-369). Boston: Heinle & Heinle.
Hsu, J. Y. (2005). A study of senior high school English teachers` practices and beliefs about writing instruction. Unpublished master`s thesis, National Sun Yat-sen University, Kaohsiung, ROC.
Huang, H. H. (2004). A study of senior high students` responses to peer and teacher feedback on EFL compositions. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.
Huang, L. J. (2006). A comparison of the effects of underlining with coding system and underlining: Teachers’ feedback on accuracy and fluency. Unpublished master`s thesis, National Cheng Kung University, Tainan, ROC.
Huang, Y. P. (2006). The effects of error correction on the English writing of senior high school students in Taiwan. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33-54.
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212.
Hyland, K. (2004). Genre and second language writing. MI: University of Michigan Press.
Jun, L. (2005). Understanding models in L2 writing. In Y. J. Chen & Y. N. Leung (Eds.), Selected Papers from the Fourteenth International Symposium on English Teaching (pp. 91-102). Taipei, ROC.: Crane.
Krashen, S. (2005). The composing process and the academic composing process. In Y. J. Chen & Y. N. Leung (Eds.), Selected Papers from the Fourteenth International Symposium on English Teaching (pp. 66-78). Taipei, ROC.: Crane.
Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 219-248). Boston: Heinle & Heinle.
Kuo, J. H. (2004). A survey for the academic preparedness of Taiwanese high school English teachers for the teaching of writing. Unpublished master`s thesis, National Tsing Hua University, Hsinchu, ROC.
Lai, H. L. (2006). The effectiveness of writing conferences in improving coherence in high school students` composition. Unpublished master`s thesis, Yuan Ze University, Taoyuan, ROC.
Leki, I. (2005). The challenges of teaching EFL writing. In Y. J. Chen & Y. N. Leung (Eds.), Selected Papers from the Fourteenth International Symposium on English Teaching (pp. 79-90). Taipei, ROC.: Crane.
Li, Y. D. (2005). An analysis of comment on English majors` writing in China. Sino-US English Teaching, 2(7), 59-63.
Li, S. S. (2002). A case study of peer review for university-level undergraduate writing students in Taiwan. Unpublished master`s thesis, National Tsing Hua University, Hsinchu, ROC.
Liao, C. N. (2005). The effects of peer-response activities on senior high school students in Taiwan. Unpublished master`s thesis, Tunghai University, Taichung, ROC.
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Miao, Y., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.
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122.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
94951002
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951002
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.author (Authors) 黃淑萍zh_TW
dc.contributor.author (Authors) Huang, Shu Pingen_US
dc.creator (作者) 黃淑萍zh_TW
dc.creator (作者) Huang, Shu Pingen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:05:34 (UTC+8)-
dc.date.available 19-Sep-2009 13:05:34 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:05:34 (UTC+8)-
dc.identifier (Other Identifiers) G0094951002en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37297-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 94951002zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 教師回饋在學生的寫作過程中是很重要的，所以如何給予有效的回饋是個值得探討的議題。這個研究是在評估老師的書面回饋對於高中生多次文稿英文寫作練習的成效。桃園市某所國立高中的高三學生，一班共36位 (男生27位，女生9位) 參與這項為期從2007年九月到2008年一月的研究。教師回饋的方式是在第一次文稿上給予代號批改及評語，在第二次文稿上直接寫上正確答案及評語，在第三次文稿上直接給予答案並附上評語。老師不會在每次的文稿上評分，而學生在繳交改寫的文稿時要附上心得單。這項研究包含敘述文體的前測及後測、兩份參與者對教師回饋的問卷、及參與者的訪談。研究結果如下：第一，這種教師回饋對於整體的寫作品質上的進步有所貢獻。第二，雖然這樣的教師回饋對於整體的寫作正確度上沒有明顯的改善，但在時態及標點符號方面卻有正向的影響。第三，參與者對於這樣的教師回饋抱持著正面的態度。最後，討論此研究在教學上的意涵及對未來研究的建議。zh_TW
dc.description.abstract (摘要) Teacher feedback is important in students’ writing process, so how to give effective teacher feedback is an issue worth investigation. The present study assessed the effect of teacher written feedback on high school students’ multi-draft English writing practice. A class of 36 seniors (27 boys and 9 girls) in a national senior high school in Taoyuan City participated in this study from Sep. 2007 through Jan. 2008. The teacher feedback was to give coded correction and comments on Draft 1, to offer direct correction and comments on Draft 2, and to provide direct correction and comments on Draft 3. Grades were assigned randomly and the participants had to submit cover sheets in revision. The study included the pre-test and the post-test on narrative writing, two questionnaires on the participants’ perceptions of the teacher feedback, and interviews. The results are as follows: First, this teacher feedback contributed to significant improvement in the overall writing quality. Second, this teacher feedback yielded no significant difference in the overall writing accuracy, but it had some positive effect on tense and punctuation. Third, the participants took a positive attitude toward this teacher feedback. Finally, some implications for teaching and suggestions for future research were discussed.en_US
dc.description.tableofcontents Acknowledgements………………………………………………………………… iv
     Chinese Abstract…………………………………………………………………… vii
     English Abstract……………………………………………………………………. viii
     Chapter One: Introduction………………………………………….………………..1
      Background and Motivation……………………………….………………….1
      Purpose of the Study………………………………….……………………….2
      Significance of the Study………...………………………….………………...3
      Research Questions…….……………………………….……………...……...4
      Definition of Terms……………………………………….…………………...4
     Chapter Two: Literature Review……………………………….………………….....5
      Writing Pedagogy……………………………………………………………...5
      Product Model…………………………………………………………..6
      Process Model…………………………………………………………..7
      Feedback………………………………………………………………………9
      Peer Feedback………………………………………………………….10
      Teacher Feedback………………………………………………………11
      Content and Form………………………………………………………12
      Direct Correction and Indirect Correction……………………………...17
      Marginal Comments and End Comments………………………………21
      Cover Sheets……………………………………………………………24
      Feedback Studies in Taiwan…………………………………………………..26
     Chapter Three: Methodology………………………………………………………..32
      Feedback Framework…………………………………………………………32
      Correction………………………………………………………………32
      Comments………………………………………………………………34
      Scores……………………………………………………………...……35
      Participants…………………………………………………………………….36
      Instruments…………………………………………………………………….36
      A Scoring Guide……………………………………………………..….36
      Pre-test and Post-test……………………………………………………37
      Student Response Questionnaires………………………………………37
      Interviews…………………………………………………………….…40
      Procedure………………………………………………………………………41
      Data Analysis………………………………………………………………..…44
     Chapter Four: Results and Discussion…………………………………………….…46
      The Effect of Teacher Feedback on Overall Writing Quality……….……....…46
      The Effect of Teacher Feedback on Writing Accuracy…………………...……49
      The Students’ Perceptions of Teacher Feedback……………………..………..56
      Questionnaires………………………………………………..…………56
      Interviews………………………………………………………….……75
     Chapter Five: Conclusions…………………………………………...………………86
      Summary………………………………………………………………………86
      Implications………………………………….…………………...……………88
      Limitations…………………………………………………………….………89
     References……………………………………………….………………...…………92
     Appendixes……………………………………………………………...……………99		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951002en_US
dc.subject (關鍵詞) 教師回饋zh_TW
dc.subject (關鍵詞) 英文寫作zh_TW
dc.subject (關鍵詞) 多次文稿zh_TW
dc.subject (關鍵詞) 批改zh_TW
dc.subject (關鍵詞) 評語zh_TW
dc.subject (關鍵詞) 心得單zh_TW
dc.subject (關鍵詞) 分數zh_TW
dc.subject (關鍵詞) teacher feedbacken_US
dc.subject (關鍵詞) English writingen_US
dc.subject (關鍵詞) multi-draften_US
dc.subject (關鍵詞) error correctionen_US
dc.subject (關鍵詞) commentsen_US
dc.subject (關鍵詞) cover sheetsen_US
dc.subject (關鍵詞) gradesen_US
dc.title (題名) 教師回饋在多次文稿寫作上的成效--以台灣高中英文課為例zh_TW
dc.title (題名) The Efficacy of Teacher Feedback on Multi-draft Writing--A Case Study in Taiwan High School English Classen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Applebee, A. N. (1986). Problems in process approaches: Toward a reconceptualization of process instruction. In A. R. Petrosky & D. Bartholomae (Eds.), The teaching of writing: Eighty-fifth yearbook of the national society for the study of education part II (pp.95-113). Chicago: the National Society for the Study of Education.zh_TW
dc.relation.reference (參考文獻) Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.zh_TW
dc.relation.reference (參考文獻) Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing,14, 191-205.zh_TW
dc.relation.reference (參考文獻) Bowen, J. D., Madsen, H. & Hilferty, A. (1985). TESOL techniques and procedures. Singapore: Newbury House.zh_TW
dc.relation.reference (參考文獻) Carson, J. G., & Nelson, G. L. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3(1), 17-30.zh_TW
dc.relation.reference (參考文獻) Cault, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28(1), 181-188.zh_TW
dc.relation.reference (參考文獻) Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296.zh_TW
dc.relation.reference (參考文獻) Chang, C. C. (1998). The case study of the effect of error correction on the grammatical structures of three Chinese university students` EFL writing. Unpublished master`s thesis, National Tsing Hua University, Hsinchu. ROC.zh_TW
dc.relation.reference (參考文獻) Chang, H. (2004). A descriptive study of TVE teachers` and students` perspectives on English writing instruction. Unpublished master`s thesis, National Yunlin University of Science & Technology, ROC.zh_TW
dc.relation.reference (參考文獻) Chang, S. C. (2005). The effect of multi-draft writing procedure on EFL high school students` writing quality and their attitudes toward writing and revision. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chao. T. C. (2004). The effects of web-based peer assessment on lowering senior high students` writing apprehension. Unpublished master`s thesis, National Taiwan Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chen. B. L. (2004). A comparative study of teacher evaluation and peer evaluation on the English writing of senior high school students. Unpublished master`s thesis, National Kaohsiung Normal University, ROC.zh_TW
dc.relation.reference (參考文獻) Chiang, P. J. (1992). How to improve English composition teaching in Taiwan`s high schools: A study of error types and learning strategies. Unpublished master`s thesis, National Kaohsiung Normal University, ROC.zh_TW
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