A comparative study of peer-mediated intervention and teacher-mediated intervention in dynamic assessment of L2 writing

Wen Kong, Dunlai Li, Guoxing Yu

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

本研究调查比较了L2写作动态评估中同伴中介干预和教师中介干预的过程和效果。研究结果表明:(1)在话题种类上,同伴互动过程中主要讨论语言运用方面的话题,师生互动过程中主要讨论思想内容方面的话题;(2)在提示策略上,教师比同伴指导者更多地使用渐进提示策略来探索学习者的最近发展区并为其完成任务提供帮助;(3)在对作文质量的影响上,两种干预总体上都发挥了积极作用。具体而言,对词汇复杂度方面,教师干预的效果比同伴干预更为显著;对语言准确度和作文总分方面,两种干预都起到了有效的提高作用;对语法复杂度和语言流利度方面,两种干预的效果并不显著。
Translated title of the contributionA comparative study of peer-mediated intervention and teacher-mediated intervention in dynamic assessment of L2 writing
Original languageChinese
Pages (from-to)79-88
Journal外语界
Publication statusPublished - 2013

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