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同伴反馈是影响外语课上小组活动质量的重要因素。为了更好地了解同伴反馈在学生口语学习中的应用情况,作者在大学英语口语课上进行了为期十周的实验,在小组活动设计的同时设计同伴反馈任务。本研究以建构主义中的支架理论为导向,选用了检查表、质性评价表和打分表三种不同的工具来指导同伴反馈,并采用问卷和访谈结合的方法,调查了学生对有指导反馈的看法和态度。研究得出了以下结果 :1)有指导的同伴反馈在提高小组活动质量方面有积极的作用。同伴反馈的三种形式都得到了学生的认可。2)三种形式中打分表受欢迎程度最高。3)只有同时设计好同伴反馈与小组活动任务,同伴反馈才能取得好效果。
Peer feedback is an important factor that influences the quality of group activities in foreign language classes. In order to better understand the application of peer feedback in students’ oral English learning, the author conducted a ten-week experiment in college oral English class and designed peer feedback tasks while designing group activities. This study, guided by the scaffolding theory in constructivism, used three different tools: checklist, qualitative evaluation table and score table to guide peer feedback. The questionnaire and interviews were used to investigate the students’ The views and attitudes. The results of the study are as follows: 1) Guided peer feedback plays a positive role in improving the quality of group activities. Three forms of peer feedback have been recognized by students. 2) The three forms of the most popular rating scale. 3) Peer feedback can achieve good results only if both peer feedback and group activities are designed.