學生對老師寫作回饋的感知與學生寫作焦慮程度之間的關係

The Relationship Between Student Perceptions of Teacher Written Feedback and Writing Apprehension

陳嘉文(Jia-Wun Chen)

指導教授 ： 葉純純

國立中正大學/文學院/英語教學研究所/碩士(2013年)

摘要

本研究旨在探討學生對老師寫作回饋的感知與學生寫作焦慮程度之間的關係，以及哪一種老師寫作回饋(組織、內容、文法、單字、技術性)對學生寫作焦慮的影響最大。研究邀請117位來自台灣中、南部五間大學的英語主修學生填寫問卷，並徵求到其中的16位參與訪談。問卷研究結果指出老師寫作回饋與學生的寫作焦慮呈現正相關。結果顯示學生的學作焦慮會影響學生對老師寫作回饋的感知的不同。較高寫作焦慮的學生偏好收到簡單好改的寫作回饋，而較低寫作焦慮的學生喜歡收到可以增進他們寫作的回饋，不論老師的寫作回饋是否很難或很容易運用到他們的寫作。在五類的寫作回饋當中，文章組織的寫作回饋與學生寫作焦慮相關值最高。也就是說，若學生得到越多關於文章組織的寫作回饋，則寫作焦慮就會越高。訪談結果也發現，文章組織的寫作回饋對學生寫作焦慮影響最大。因此，研究結果建議，寫作老師提供文章組織寫作回饋的方式，應該要更具體更詳細。此外，老師應針對不同類型的寫作回饋，發展出不一樣的寫作回饋策略。

關鍵詞:寫作焦慮，老師寫作回饋，寫作教學，學生感知

關鍵字

學生感知 ； 老師寫作回饋 ； 寫作教學 ； 寫作焦慮

並列摘要

The present study aimed to investigate the relationship between student perceptions of teacher written comments and the levels of student writing apprehension, and what types of feedback in terms of feedback on organization, content, grammar, vocabulary and mechanics have the greatest influence on increasing student writing apprehension. The study recruited 117 English major students from five universities in southern and central Taiwan to fill out a questionnaire and invited 16 of them to participate in interviews. The results showed that the levels of writing apprehension might affect students’ preferences for teacher written comments. Students with higher writing apprehension preferred to receive comments that were easy to revise, while students with lower writing apprehension favored comments that could improve their writing no matter the feedback was challenging or easy to incorporate in their revisions. As for the correlation between the specific types of teacher written comments and students’ level of writing apprehension, the result indicated that teacher written comments and writing apprehension were positively correlated and more specifically, organization feedback correlated with students’ levels of writing apprehension the most. Namely, the more organization feedback that students received, the higher writing apprehension the students experienced. Moreover, the interview data also indicated that organization feedback had the greatest impact on increasing students’ writing apprehension. Therefore, the findings suggested that writing instructors should deliver organization feedback with more specificity, and they need to develop various strategies when giving different types of feedback.

Keywords: Writing apprehension, teacher written comments, writing instruction,
student perceptions

並列關鍵字

student perceptions ； teacher written feedback ； writing instruction ； writing apprehension

參考文獻

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