網路同儕互評應用於大學英文寫作課之個案研究

A Case Study of Web-based Peer Review for College English Writing

近二十年來，由於體認到寫作雖是個人之活動但目的卻為表情達意之雙向溝通，傳統英文寫作課程因此常使用同儕互評等溝通性之課堂活動。隨著網路通訊普及與其伴隨之加乘效果，同儕互評活動以嶄新之網路版風貌出現而受到老師重視。然而，目前針對此議題之實證研究仍不多見，不足以了解網路同儕互評對學生線上討論、態度、及作文修改之影響。此個案呈現一群大學生使用網路評閱系統以修改英文作文過程；此系統除具備文件管理及線上聊天功能，也整合中英關鍵字索引及搭配詞兩項檢索工具以提供學生用詞協助。評估學生使用表現含連接詞測驗、一篇作文、及評量問卷；此外，學生學習過程資料（三篇作文）如討論記錄、採納同儕建議程度、以及作文修改情況也納入分析。研究發現此線上同儕互評能輔助學生寫作及單字表現，學生對此網路學習環境滿意度呈中上，對關鍵字索引及搭配詞檢索滿意度略高於其它功能。本文貢獻在於：在大學生英文寫作課上使用網路同儕互評活動情境下，針對學生感受、文本、及寫作過程等三重要面向，提供深入了解。

As writing is increasingly recognized by more scholars as a social activity， peer review as a classroom activity has yielded a great amount of research findings. Recently， peer review has been reinvigorated with the enhancement of electronic communication. However， limited studies have been conducted concerning the impact of computer-mediated peer review on the nature of negotiation in the process， students’ attitudes， and textual revision. This case study documents the review process of a group of college English learners who used a web-based review platform on three writing tasks. Besides the functions of document management and synchronous chat， the website integrates a Chinese-English concordancer and a collocation program for diction help. The learners went through three cycles of drafting， peer review and revising in pair-work. Evaluation of the group performance included (1) a vocabulary test and a writing task before and after the three cycles of peer reviews， (2) an evaluation questionnaire given after the reviews， and (3) the students’ learning process data during the reviews. Results indicate better performance after three rounds of peer reviews. It seems that the experiences of obtaining feedback via online talk， additional knowledge from the two referencing tools for diction， and revision with reflection of the students’ own writing through others’ eyes may be facilitative for more accurate word use in collocations and connectors， and better writing quality. During the peer review process， some learners would customize the technology to meet their different demands of obtaining needed feedback and revising texts accordingly with content- or form-related concerns. Last， the learners expressed moderate satisfaction with the web-based platform for peer review， but rated the referencing tools more highly than other online functions. The study makes contribution to our better understanding of student-writers， text， and the process in computer-mediated environments.