訓練高中生給予同儕回饋之行動研究

Abstract

台灣高中英文寫作教學傳統上多以教師主導，並以成果為導向的考試準備為重點。研究顯示結合同儕回饋的過程導向教學，能透過合作學習提升學生的寫作能力、自我效能及反思能力。另外108年國家課程綱要推動素養導向教育，強調高階思維、自主學習與形成性評量。基於上述理念，並因應在課堂實施同儕回饋時面臨的困難，本行動研究旨在設計同儕回饋訓練方案，以促進有意義的討論並提升回饋品質。本研究探討如何系統化培訓學生給予有效回饋，並了解學生對同儕回饋訓練的看法，期望提升寫作教學品質與學生參與度。本研究採用Kemmis與McTaggart（2005）循環行動研究架構，並依據Lam（2010）三階段同儕回饋模式:示範、探索與覺察三階段來進行。研究有兩次各三週的循環研究，涵蓋團體與個人寫作任務。示範階段介紹同儕回饋概念，由教師透過結構化回饋表示範；探索階段讓學生練習互評團體及個人文章；覺察階段則透過學習日誌與課堂討論練習回饋評估、修訂與自我反思。資料來源包括學生回饋表、學習日誌、同儕回饋疑問紀錄、學生作文、觀課老師紀錄表、教師教學日誌及課程結束訪談。結果顯示，結構化的同儕回饋訓練顯著提升學生提供明確且建設性回饋的能力，同時增進寫作技巧與反思能力。多數學生肯定訓練成效，表示自信心提升，且更了解自身寫作優缺點。然而，研究中亦發現一些問題，包含討論不足、學生回饋時有所保留，以及對同儕回饋品質有疑慮等。許多學生希望回饋能有更多語言層面的回饋，也有少數學生認為回饋表過於制式化，限制討論深度。同儕回饋後，部分學生雖接受回饋但沒有作顯著的修訂。為改善上述問題，研究提出有效同儕回饋訓練原則：(a) 建構支持性的討論氛圍，(b) 運用引導性提問，促進學生探究與思辨，(c) 結合科技，讓回饋歷程更清楚可見，提升合作參與，(d)同儕回饋應包含語言層面的與內容層面的討論，(e) 設計具彈性且精準聚焦的回饋單，(f) 強化學生在修訂歷程中的責任意識。此外，研究建議將同儕回饋訓練納入專門寫作課程，以持續強化實踐。總結來說，這些做法有助於在英語為外語寫作課堂中營造更有效且支持性的同儕回饋環境。

English writing instruction in Taiwan’s senior high schools has traditionally focused on exam preparation through teacher-centered, product-oriented methods. Research shows that process-based instruction incorporating peer feedback can enhance writing proficiency, self-efficacy, and self-reflective thinking through collaborative learning. In addition, the 2019 National Curriculum Guidelines promote competency-based education that encourages higher-order thinking, self-directed learning, and formative assessment. Building on these insights and motivated by challenges in implementing effective peer feedback sessions in my own classes, this action research aims to develop a peer feedback training program to foster meaningful discussion and improve the quality of feedback. The study explores how students can be systematically trained to provide effective feedback and examines their perceptions of the peer feedback training, with the goal of enhancing writing instruction and student engagement. The action research adopts Kemmis and McTaggart’s (2005) cyclical action research framework, and Lam’s (2010) three-stage peer review model: modeling, exploring, and consciousness-raising. The study was conducted over two three-week cycles involving both collaborative and individual writing tasks. During the modeling stage, students were introduced to peer feedback concepts and observed teacher-modeled feedback using structured feedback sheets. The exploring stage allowed students to practice giving and receiving feedback on group and individual essays. Finally, the consciousness-raising stage focused on feedback evaluation, revision, and self-reflection through learning logs and class discussions. Data were collected from multiple sources, including students’ feedback sheets, learning logs, peer review issue logs, essays, classroom observations by a student-teacher, the teacher-researcher’s journals, and end-of-program interviews. Findings reveal that structured peer feedback training significantly improved students’ ability to provide explicit, constructive feedback, while also enhancing their writing skills and reflective thinking. Most students valued the training, reporting increased confidence in giving feedback and a better understanding of their writing strengths and weaknesses. Nevertheless, several challenges were identified, including insufficient discussion, students’ hesitancy in providing feedback, and concerns about the quality of peer comments. Some students expressed a desire for feedback that addressed local issues, while others felt that the feedback sheets were overly rigid, which constrained meaningful interaction. Lastly, revisions made after receiving feedback were often limited. To address these issues, the study proposes several principles for effective peer feedback training: (a) establishing a supportive discussion environment, (b) employing prompts to facilitate inquiry and reasoning, (c) integrating technology to enhance transparency and collaborative engagement, (d) expanding peer feedback to global and local issues, (e) designing flexible and targeted feedback sheets, and (f) increasing awareness of writers’ responsibilities in the revision process. The study further recommends expanding peer feedback training into a dedicated writing course for sustained practice. In conclusion, implementing these practices is expected to create a more effective and cooperative atmosphere for peer feedback in EFL writing classrooms.