摘要
The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.
作者
骆敏
徐敏娜
LUO Min;XU Min-na(Shandong University of Science and Technology,Taian 271000,China)
出处
《海外英语》
2020年第12期273-274,共2页
Overseas English
作者简介
骆敏(1982—),女,山东临沂人,山东科技大学泰安校区基础课部,讲师,硕士,研究方向为第二语言习得;徐敏娜(1981—),女,山东泰安人,山东科技大学泰安校区基础课部,讲师,硕士,研究方向为第二语言习得。
