母語によるピア・レスポンスの有効性
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2019 年 26 巻 1 号 p. 52-53
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2019 年 26 巻 1 号 p. 52-53
In this study we conduct an experimental writing course for peer response activities by 22 Chinese undergraduate students in Department of Japanese. Through analyzing the feedbacks written on the worksheets, the impacts of the use of L1 and L2 are investigated from two perspectives, including the quantity, the content, and the type of the feedbacks themselves, and the relationships between the feedbacks and the actual revisions. The results show that the use of L1 in peer responses not only facilitates the feedback contents in sufficient detail, but also improves the adoption of peer feedbacks, which greatly contributes to the revision process.
