学生投入英语学术写作反馈：一所中国大学写作中心的个案研究
Student Engagement on English Academic Writing with Feedback: A Case Study of an English Writing Center in a Chinese University
DOI: 10.12677/ML.2024.121076, PDF,   
作者: 赵玉洁：首都经济贸易大学外国语学院，北京
关键词: 反馈；学生投入；环境因素；写作中心；Feedback； Student Engagement； Contextual Factors； Writing Center
摘要: 近年来，关于学生对二语写作反馈的投入和影响因素的研究不断增加。但是大多数研究的研究多关注于反馈的形式和类型，忽略了反馈所处的教学环境以及学生的写作需求。英语写作中心作为高校为学生提供写作教学的新资源，尤其是有英文论文发表需求的学生，为研究学生投入和二语写作反馈提供了新的教学环境。本文采取质性个案研究对一所高校写作中心的3名博士生进行访谈，研究其在写作中心的反馈投入情况和影响因素。文本和访谈数据表明，教师的专业知识背景和指导方式对反馈的投入有不可忽视的影响。
Abstract: In recent years, there has been a growing body of research on student engagement and influencing factors in second-language writing feedback. However, most studies focus on the form and type of feedback, ignoring the teaching environment and students’ writing needs. English writing center as a new resource for writing teaching, especially for students who need to publish English paper, it provides a new teaching environment for studying student engagement and second language writing feedback. This paper takes a qualitative case study to interview three doctoral students in a writing center of a university to study their feedback engagement and influencing factors in the writing center. The research data shows that teachers’ professional knowledge background and guidance methods have a significant impact on feedback engagement.
文章引用：赵玉洁. 学生投入英语学术写作反馈：一所中国大学写作中心的个案研究[J]. 现代语言学, 2024, 12(1): 540-547. https://doi.org/10.12677/ML.2024.121076

参考文献

[1] Carless, D. (2015) Exploring Learning-Oriented Assessment Processes. Higher Education, 69, 963-976. [Google Scholar] [CrossRef] 
[2] Hyland, K. (2013) Faculty Feedback: Perceptions and Practices in L2 Disciplinary Writing. Journal of Second Language Writing, 22, 240-253. [Google Scholar] [CrossRef] 
[3] Ferris, D. and Roberts, B. (2001) Error Feedback in L2 Writing Classes: How Explicit Does It Need to Be? Journal of Second Language Writing, 10, 161-184. [Google Scholar] [CrossRef] 
[4] Hyland, F. (2003) Focusing on Form: Student Engagement with Teacher Feedback. System, 31, 217-230. [Google Scholar] [CrossRef] 
[5] Ellis, R. (2010) Epilogue: A Framework for Investigating Oral and Written Corrective Feedback. Studies in Second Language Acquisition, 32, 335-349. [Google Scholar] [CrossRef] 
[6] 何佳佳. 动态系统理论视域下⾼校英语写作中⼼个性化写作辅导模式研究[J]. 外语电化教学, 2018, 180(2): 10-17.
[7] Kim, J. (2018) Same Bed, Different Dreams: The Mismatched Expectations about Proofreading in the Writing Center. International Journal of Research, 7, 89-103. [Google Scholar] [CrossRef] 
[8] North, S.M. (1984) The Idea of a Writing Center. College English, 46, 433-446. [Google Scholar] [CrossRef] 
[9] Nathan, P. (2021) “We Make the Invisible Visible”: Investigating and Evaluating the One-to-One Consultation Service at a UK Higher Education Institution. Journal of English for Academic Purposes, 52, Article ID: 101000. [Google Scholar] [CrossRef] 
[10] Chanock, K. (2007) Valuing Individual Consultations as Input into Other Modes of Teaching. Journal of Academic Language and Learning, 1, A1-A9.
[11] Rawoot, I. and Florence, M.A. (2017) Equivalence and Bias in the South African Substance Use Contextual Risk Instrument. Psychological Reports, 120, 158-178. [Google Scholar] [CrossRef] [PubMed]
[12] Woodward-Kron, R. (2007) Negotiating Meanings and Scaffolding Learning: Writing Support for Non-English Speaking Background Postgraduate Students. Higher Education Research & Development, 26, 253-268. [Google Scholar] [CrossRef] 
[13] Garner, M. (1996) A Slipper for Cinderella: Rediscovering Personalised Teaching. Proceedings of the Conference Held at La Trobe University, Melbourne, 1996, 100-105.
[14] Huijser, H., Kimmins, L. and Galligan, L. (2008) Evaluating Individual Teaching on the Road to Embedding Academic Skills. Journal of Academic Language and Learning, 2, A23-A38.
[15] Walkinshaw, I., Milford, T. and Freeman, K. (2015) Individual Consultations: Academic Writing Outcomes for International Students. Sage Open, 5, 2-9. [Google Scholar] [CrossRef] 
[16] Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004) School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. [Google Scholar] [CrossRef] 
[17] Han, Y. and Hyland, F. (2015) Exploring Learner Engagement with Written Corrective Feedback in a Chinese Tertiary EFL Classroom. Journal of Second Language Writing, 30, 31-44. [Google Scholar] [CrossRef] 
[18] Han, Y. (2017) Mediating and Being Mediated: Learner Beliefs and Learner Engagement with Written Corrective Feedback. System, 69, 133-142. [Google Scholar] [CrossRef] 
[19] Yan, Q. and Tang, C. (2023) Student Engagement with Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students. Chinese Journal of Applied Linguistics, 46, 120-139. [Google Scholar] [CrossRef] 
[20] Zhang, Z.V. and Hyland, K. (2018) Student Engagement with Teacher and Automated Feedback on L2 Writing. Assessing Writing, 36, 90-102. [Google Scholar] [CrossRef] 
[21] Han, Y. (2019) Written Corrective Feedback from an Ecological Perspective: The Interaction between the Context and Individual Learners. System, 80, 288-303. [Google Scholar] [CrossRef]