Factors Affecting Learners’ Attitudes to Peer Feedback from the Perspective of Activity Theory -- A Case Study of Non-corrective Feedback in Translation Teaching
DOI:
https://doi.org/10.54097/ehss.v15i.9317Keywords:
Activity Theory, peer feedback, non-corrective feedback, learners’ attitude, translation teaching.Abstract
In the field of second language teaching, many studies have confirmed the effectiveness of peer feedback in promoting learning. However, the practical effect is also influenced by learners’ attitudes. The existing research conclusions in this regard are not consistent, and there are few studies on the factors that influence learners’ attitudes from the learners’ perspective. To fill the research gap, this paper focuses on non-corrective feedback in translation teaching with a feedback model of translating based on Activity Theory to investigate learners’ attitudes towards peer feedback and to explore influencing factors through questionnaires and interviews. The finding suggests that, overall, today’s learners have a positive attitude towards non-corrective feedback provided by peers. However, due to a series of factors in the feedback model, different learners hold different attitudes towards specific aspects of peer non-corrective feedback.
Downloads
References
Li Xiaosa, Ke Ping. Efficacy of Peer Feedback in Translation Teaching [J]. Foreign Language Learning Theory and Practice, 2013, (2): 83 - 88.
Fox, O. The Use of Translation Diaries in A Process Oriented Translation Teaching Methodology. C. Sch ffner, &B., Adab (eds.). Developing Translation Competence, 2000, 1152: 130.
Yang Miao. Teacher Feedback or /and Peer Feedback: A Comparative Study in the Chinese EFL Writing Class [J]. Modern Foreign Language, 2006, (03): 293 - 301. DOI: 10.3969/ j. issn. 1003 - 6105. 2006. 03. 009.
Cai Jigang. A Contrastive Study of Online Peer Feedback and Online Teacher Feedback on Chinese College Students’ English Writing [J]. Foreign Language World, 2011, (02): 65 - 72. DOI: CNKI: SUN: WYJY.0.2011 – 02 - 011.
Hu Yuanyan, Cao Xinyu. Peer Mediation in Online-offline Blended Mode: Activity Theory Perspective [J]. Foreign Languages and Their Teaching, 2021, (04): 124 - 135. DOI: 10.13458/j.cnki.flatt.004797.
Wang Lina, Wu Yongyi. An Empirical Study on the Effects of Teacher Feedback and Peer Feedback in Translation Teaching [J]. Journal of Tianjin Normal University (Social Sciences), 2021, (05): 48 - 53.
Double, K. S., J. A. Mcgrane, T. N. Hopfenbeck. The Impact of Peer Assessment on Academic Performance: A Meta-Analysis of Control Group Studies [J]. Educational Psychology Review, 2020, 32 (6): 481 - 509. DOI: 10.1177/ 1362168814561902.
Bai Liru. The Feasibility and Validity of Adopting Peer Revision in English Writing Process [J]. Journal of PLA University of Foreign Languages, 2013, 36(01): 51-56. DOI: CNKI: SUN: JFJW.0.2013 - 01 - 009.
Zhou Kailin, Li Mengru. Effectiveness of Three Types of Feedback for English Major Students’ English Writing [J]. Journal of Honghe University, 2022, 20 (04): 152 - 154.
Li Guangfeng. The Impact of the Integrated Feedback on Students’ Writing Revision Based on the AWE [J]. Foreign Language Education, 2019, 40 (04): 72 - 76. DOI: 10.16362/j.cnki.cn61-1023/h.2019.04.014.
Tian Lili, Zhou Yu. A Study on Integrated Feedback Uptake in an Online English Writing Course [J]. Foreign Language and Foreign language teaching, 2022, (01): 95 - 104.
Ferris, D., Roberts, B. Error feedback in l2 writing classes [J]. Journal of Second Language Writing, 2001, 10 (3): 161 - 184. DOI: 10.1016/S1060 - 3743 (01) 00039 - X.
Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes [M]. Cambridge, MA: Harvard University Press, 1978.
Engeström Y. Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization [J]. Journal of Education and Work, 2001, (1): 23 - 35. DOI: 10.1080/13639080020028747.
Yu Shulin, Icy Lee. Constructing Peer Feedback Model of L2 Writing: A Sociocultural Activity Theory Perspective [J]. Shandong Foreign Language Teaching, 2013, 34 (05): 24 - 29. DOI: 10.16482/j. sdwy37 - 1026.2013.05.006.
Hyland, F. ESL Writers and Feedback: Giving More Autonomy to Students [J]. Language Teaching Research, 2001, (1). DOI: 10.1177/136216880000400103.
Wei Xiaobao. A Structural Analysis of College Students’ Achievement Goal Orientation, Learning Anxiety and Self-Access Learning Behavior in Foreign Language Learning [J]. Foreign Language World, 2014, 04: 12 - 20.
Fei Wei. An Empirical Study on the Effects of Foreign Language Learning Anxiety in Network-based Multi-modal Teaching and Learning Environment on College English Learners’ Comprehensive Language Skill [J]. Technology Enhanced Foreign Language Education, 2016, (03): 68 - 73.
Min, H. T. Reviewer Stances and Writer Perceptions in EFL Peer Review Training [J]. English for Specific Purposes, 2008 (3). DOI: 10.1016/j.esp.2008.02.002.
Gao Ying, Wang Yi, Christian D. Schunn. lmplementation of Peer Feedback and Its Potential Mediators in English Writing [J]. Technology Enhanced Foreign Language Education, 2019, (02): 17 - 24.
Xing Jiaxin, Wang Huihui. Effects of Different Sources of Written Feedback on College Students’ Writing Performance [J]. Modern Foreign Languages, 2023, 46 (02): 213 - 223. DOI: 10.20071/j.cnki.xdwy.20230104.009.
Thirakunkovit, S., B. Chamcharatsri. A meta-analysis of effectiveness of teacher and peer feedback: Implications for writing instructions and research [J]. Asian EFL Journal, 2019, 21 (1): 140 - 170.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
