写作反馈素养对反馈参与和写作成绩的影响:跨语言视角

IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessing Writing Pub Date : 2024-09-05 DOI:10.1016/j.asw.2024.100889
Qi Lu , Xinhua Zhu , Siyu Zhu , Yuan Yao
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引用次数: 0

摘要

虽然教育领域在理解学生反馈素养方面取得了进展,但对其对反馈参与和学生写作成绩的影响的探讨仍然不够。此外,跨语言视角尚未被引入学生反馈素养的文献中,尽管这种方法在 L1 和 L2 学习研究中得到了越来越多的应用。本研究探讨了 L1 和 L2 写作反馈素养之间的关系,以及它们如何促进 L2 反馈参与和 L2 写作表现。研究收集了中国某大学英语专业231名大二学生的数据。结构方程模型分析结果显示,学生的L1写作反馈素养对其L2写作反馈素养有积极影响。此外,L1写作反馈素养通过L2写作反馈素养和L2反馈参与对L2写作成绩产生间接影响。这些发现强调了L1写作反馈素养在L2发展中的关键作用,并为阐明学生反馈素养与反馈参与之间的密切关系提供了实证证据。研究最后根据观察到的结果提出了教学建议。
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Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective

While the educational field has made progress in comprehending student feedback literacy, its impact on feedback engagement and student writing performance remains insufficiently explored. Furthermore, the cross-linguistic perspective has not yet been introduced to the literature on student feedback literacy, even though this approach has seen increased utilization in both L1 and L2 learning research. The current study examined the relationship between L1 and L2 writing feedback literacies and how they may contribute to L2 feedback engagement and L2 writing performance. Data were collected from 231 English major sophomore students from a Chinese university. The structural equation modeling analyses results showed that students’ L1 writing feedback literacy had a positive effect on their L2 writing feedback literacy. Further, L1 writing feedback literacy exerted an indirect effect on L2 writing performance via L2 writing feedback literacy and L2 feedback engagement. These findings underscore the pivotal role of L1 writing feedback literacy in L2 development and provide empirical evidence elucidating the close relationship between student feedback literacy and feedback engagement. The study concludes with pedagogical suggestions based on the observed outcomes.

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来源期刊
Assessing Writing
Assessing Writing Multiple-
CiteScore
6.00
自引率
17.90%
发文量
67
期刊介绍: Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.
期刊最新文献
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