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研究生(外文):Chia-Ling Chen
論文名稱(外文):Effects of the Use of Rubric Implemented for Peer Review in EFL College Writing Class
指導教授(外文):Kazuaki Nakazawa
外文關鍵詞:Peer ReviewRubricEnglish Writing
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隨著重要的理論,社會文化理論(social nature of learning),協同學習理(collaborative language learning),以及過程寫作理論(process writing approach),同儕英文寫作評論(peer review)已在英語為第二外語(ESL)及英語為外國語言的國家(EFL)受到重視。有許多研究指出同儕評論在英文寫作的益處,然而,因為有些評語太過模糊,且同儕的程度不一,導致部份學生對同儕評語抱著負面的態度。傳統的同儕回饋是學生被給予一些提示問題(guiding questions),用來引導評論同儕的文章。然而,這樣的方式或許無法保證學生了解一篇好的寫作應有的標準,且無法知道學生是否能給予有助益的評語。評量規準(rubric)有一系列用以判斷的標準(explicit criteria),每個標準依表現分出等級(levels of qualities),且每個等級都會有文字描述(related-performance descriptions),因此它在許多教學環境下已被用於評量學生的學習表現。然而,對於運用評量規準在同儕寫作評論的影響這部份研究較少。此外,較少文獻探討評量規準對於評語及文章修改的影響。因此,為了提升同儕評論的效用,本研究探討評量表對於同儕英語寫作回饋的效用。
本研究對象為40位兩班大二英語寫作的學生。在同儕回饋教學中,實驗組被給予評量規準(rubric),而對照組給予評論單(peer-editing worksheet)。每個學生在此研究前和研究後需完成兩篇課堂上的英文寫作及兩份問卷。此外,學生需完成三回合寫作的初稿及完稿。在同儕回饋進行中,兩組學生需利用所屬的輔助工具提供寫作評語,且作者需針對同儕給予的評語進行文章修改。兩組的同儕評語、文章修改部份、英文寫作表現、 及對同儕回饋的看法都是本研究的重點。
Prevalent supportive theories including the social nature of learning, collaborative language learning, and the process writing approach have in turn led to increased attention on peer reviewing within ESL and EFL classrooms. A large number of studies support the effectiveness of peer evaluation (Berg, 1999; de Guerrero & Villamil, 1994; Mangelsdor, 1992; Mendonça & Johnson, 1994; Nelson & Murphy, 1993; Paulus; 1999); however, comment vagueness and doubts concerning language proficiency have resulted in some L2 students expressing negative reactions towards using peer feedback in their classes.
Traditionally, students were asked to evaluate peer writing examples according to a list of guiding questions. However, this was not sufficient enough to ensure that students understood the criteria for good writing and learned how to provide constructive suggestions.
In comparison, rubrics are designed according to explicit criteria, multiple levels of quality, and related-performance descriptions; they are used to evaluate students’ academic performance in many educational settings (Andrade & Du, 2005; Hafner & Hafner, 2003; Petkov & Petkova; 2006; Schamber & Mahoney; 2006). Nevertheless, only a few researchers have investigated the impact of rubrics on peer review activities (Rothschild & Klingenberg, 1990; Wyngaard & Gehrke, 1996). In addition, little is known about how the quality of comments offered or students’ revisions are influenced by rubrics. In order to increase from the beneficial aspects associated with peer review activities, the present study explores the effects of peer feedback using clear criteria and detailed explanations of writing quality (i.e., rubrics) during the peer review sessions.
The participants were 40 Taiwanese sophomore students enrolled in two English writing classes at a private university. The experimental group (EG) was exposed to the rubric, while the control group (CG) was given a traditional worksheet to use during the peer review training. All participants were asked to complete two timed writing tasks and two questionnaires before and after the training, which included three writing cycles of drafting. Each participant provided comments based on their assigned tool, and all students revised their drafts based on the peer feedback. The quality of the peer comments, the language aspects of the revisions, the students’ multiple-writing performances, and their perceptions of peer evaluation are the main focuses in the present study.
The results reveal that the EG was more engaged in the task and provided more global-based comments, as well as local-level comments; further, they were also more likely to explain their opinions and give specific suggestions. However, the CG tended to focus on students’ surface level problems, and emphasized grammatical accuracy. Furthermore, students from both groups tended to incorporate their peers’ suggestions into their texts. EG were likely to make meaning-level revisions, while, CG made changes on grammar errors. Therefore, the findings show that the EG students’ revised drafts showed improvement in both content and organization; however, the CG students mainly progressed in terms of form. As well, the students’ overall quality in terms of English writing was enhanced in both groups. The questionnaire also showed that most participants responded positively to the peer review activity. However, the students in the experimental group found that using the rubric allowed them to better understand the writing quality criteria and grow in confidence in terms of communicating their opinions and evaluating others’ writing.
It is recommended that instructors utilize rubrics to clearly express their writing expectations and highlight the importance of global as well as local perspectives in writing. In this way, students can also have the chance to consider peer suggestions and clarify their writing during peer review activities. Future studies may consider rubrics designed for different rhetorical modes. Also, additional participants from heterogeneous backgrounds should be included to validate the effectiveness of using rubrics for English writing peer review activities.
1.1 Background and Motivation 1
1.2 Purpose of the Study 6
1.3 Significance of the Study 7
1.4 Definition of Terms 8
2.1 Overview 10
2.2 Review of Studies on the Effects of Peer
Review in ESL and EFLWriting 10
2.2.1 Theoretical Justification of Peer Review… 11
2.2.2 Empirical Studies on the Effectiveness of
Peer Review 15
2.2.3 Empirical Studies on the Peer Review
for Revision 18
2.2.4 Empirical Studies on the Limitation of Peer Review 21
2.2.5 The Importance of Peer Review Training
in the ESL and EFL Writing Context 25
2.3 Review of Studies on the Effects of Rubrics 28
2.3.1 Introduction of Rubric 28
2.3.2 Empirical Studies on the Instructional
Benefits of Rubrics 30
2.3.3 Empirical Studies on the Use of Rubrics
in Writing 36
3.1 Overview 42
3.2 Pilot Study 43
3.3 Participants 44
3.4 Setting 46
3.5 Instructional Design 46
3.5.1 Writing Assignments 46
3.5.2 Peer Review Training and the Treatment 47 The Rubric and Peer-editing Worksheet 49 Peer Review Training 50
3.6 Materials 53
3.6.1 Proficiency tests 54
3.6.2 A Coding Scheme for Written Comments 54
3.6.3 A Four-criterion Coding System for
Written Comments 55
3.6.4 A Coding System for Revisions 55
3.6.5 The Questionnaire 56
3.6.6 Raters 57
3.7 Data Collection Procedures 57
3.7.1 Pretest and Posttest Writing 57
3.7.2 Peer Review Session 58
3.7.3 Data Collection 62
3.8 Data Analyses 63
4.1 Overview 65
4.2 Results 66
4.2.1 Student Learning Process Data 67 Types of Written Comments 67 Revisions on the Three Take-home Writing
Assignments 75
4.2.2 Student Learning Product Data 81 Comparison of Writing Performance
between First and Revised Drafts 81 Pre-test and Post-test Findings 87
4.2.3 Student Perceptual Data 90 Background Questionnaire 90 Evaluation Questionnaire 93
4.2.4 Summarized Findings 103
5.1 Discussion 104
5.1.1 Comment Differences between the Two Groups 104
5.1.2 Revisions According to Different
Language Aspects 108
5.1.3 The Impact of Peer Review on Students’
Writing Performance 112
5.1.4 Student Perceptions of Peer Reviewing 117
5.1.5 One Instructor’s Views on the Rubric 122
5.2 Summary of the Findings and Conclusions 125
5.3 Pedagogical Implications 128
5.4 Limitations of the Study 130
5.5 Suggestions for Further Research 131

Appendix A Rubric 142
Appendix B Peer-editing Worksheet 145
Appendix C A Coding Scheme for Written Comments 146
Appendix D A Four-criterion Coding System
for Written Comments 147
Appendix E A Coding System for Revisions 148
Appendix F The Background Questionnaire 152
Appendix G The Evaluation Questionnaire
(The ExperimentalGroup) 154
Appendix H The Evaluation Questionnaire
(The Control Group) 157
Appendix I Results of the Background Questionnaire 161
Appendix J Results of the Evaluation Questionnaire 163
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