同行反馈
班级(哲学)
意义(存在)
心理学
数学教育
质量(理念)
计算机科学
认识论
哲学
人工智能
心理治疗师
作者
Ying Cui,Christian D. Schunn,Xiaowu Gai
标识
DOI:10.1080/07294360.2021.1969541
摘要
This study investigated the revision effectiveness of peer feedback in comparison with teacher feedback, before and after a peer feedback training intervention that was designed to be implementable in large teaching load contexts and with EFL students. Fifty-six EFL students across two different class sections received teacher or peer feedback before and after training across five different writing assignments, with feedback conditions manipulated within and between class sections. Results show that EFL peer reviewers can provide more meaning-focused feedback than do teachers and that the impact of each piece of feedback on revision quality improves after training.
科研通智能强力驱动
Strongly Powered by AbleSci AI