從台灣日語學習者的觀點來探討於同儕回饋之可能性－採用TAE steps質性分析手法

The Possibility of Peer Responses from Views of Japanese Students in Taiwan: Using the TAE Steps

本論文主要是使用記述性的問卷及探取團體訪談並以質性分析的手法－TAE stpes－來揉討，從學習的主體－學習者的觀點來分析同儕回饋之可能性。就記述性的問卷我們可以得知，學習者中其實同時存在著正反兩面之態度˙意見。以回應數來看，肯定態度略為居多。另外，針對同儕回饋中「讀」及「被讀」的觀點來分析時，其結果同上。但是這樣的肯定，否定之二項對立之分法，容易陷入台灣人學習者是否適合同儕學習之討論迷思。就筆者來說導入同情回饋，是因為筆者覺得同儕回饋的概念及實施有辦法解決教學現場的問題。但當過於在意二項對立之評價時，就會將焦點放在適不適合，而忘了當初導入的初衷，並喪失問題發見實施－評估－改善的機會。而能跳脫出此二項對立分析，既是質性研究手法的採用。本論所採用的即是分析步驟非常明確的TAE Steps質性分析法。通過此分析法，瞭解到學生的想法並針對改善方法也有更明確的認知。

This paper is to discuss the possibility of peer responses as seen from Japanese learner in Taiwan. The written questionnaire and group interview were to be used for data collection. In the written questionnaire, although both affirmative and negative ones. In addition, the outcome of ”to reading” and ”to be read” in the peer responses is recognized likewise as above. However, these results make the affirmative and negative attitudes conflict. To escape the situation, the qualitative approach is appropriate; therefore, TAE steps are applied in this paper. At the end, we found improvements in the implementation of peer learning from the learner.