A Better Form of Peer Review with the Integration of Critical Thinking Training in an EFL Writing Class-CMPR or OPPR?

英文寫作課程中的同儕互評結合批判性思考訓練─CMPR或OPPR，何者較優？

董綺安(Chi-An Tung)；張淑英(Shu-Ying Chang)；彭芳美(Fang-May Peng)

批判性思考 ； 英語為外語之寫作教學 ； 回饋 ； 線上同儕互評 ； 口頭同儕互評 ； critical thinking ； EFL writing ； peer review ； computer-mediated peer review ； oral peer feedback

逢甲人文社會學報

26期（2013 / 06 / 01）

95 - 127

英文

批判性思考的訓練融入寫作課程，其成效在文獻中早已被證實，但是在EFL英語寫作課中，藉由不同形式的同儕互評來開發批判性思考卻不多見。為補足文獻上的不足，本文昌在探索不同形式的同儕互評融入批判性思考的訓練，對英語寫作能力的提升是否有差異。二十九位英文系學生分為兩組，一組參與線上同儕互評（CMPR），另一組以英語口頭簡報為主的方式進行同儕互評（OPPR），兩組並同時接受批判性思考的訓練。藉由文章初稿與修正稿的比較來評估兩組學生在文意、組織方面的修改（global revision），句構、遣詞用字方面的修改（local revision）及文章整體的修改這三方面是否有差異，以及結合批判性思考訓練和同儕互評的方式是否對修訂文章有影響。研究結果顯示兩組在這三方面並無明顯差異，但是藉由學生的反思日誌、同儕評語，發現寫作程度較弱的學生似能採納較多的同儕評論，而且進步幅度優於寫作程度較佳的同儕。本文建議教師多鼓勵學生，活化同儕互動的能量，給予更多的時間訓練批判性思考及表達自我，以增加學生運用批判性思考的機會，修改出更好的文章。

Past literature has affirmed the effectiveness of integrating critical thinking into an EFL writing course, but there is a dearth of research on developing critical thinking through different forms of peer review. To fill in the gap in the past research, this study aimed to explore whether there was a difference between different forms of peer review in developing critical thinking and writing proficiency. Twenty-nine English majors of a private university in Taiwan were divided into two groups: One participated in computer-mediated peer review (CMPR), and the other oral-presentation peer review (OPPR), while both receiving critical thinking training. Pre- and post-test writing assessments were used to investigate whether there were any differences in global, local or overall revisions between the two groups, and how critical thinking training embedded in different forms of peer review contributed to writing outcomes. The results found that there were no differences between the two peer review groups in global, local or overall revisions. However, by studying students' reflection journals and peer feedback, the less proficient writers seemed to incorporate more peer feedback and hence their gains were higher than those of the proficient writers. In light of the findings, this study suggests more teacher encouragement to promote dynamics of peer review so that the learners can have more opportunities to exercise critical thinking skills and demonstrate quality text revision. In addition, more time for developing critical thinking is needed so that proficient writers may produce quality text revisions.

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