Role a vnímání vícenásobné vrstevnické a učitelské zpětné vazby při rozvoji cizojazyčného psaní
Roč.32,č.4(2022)
Příspěvek představuje výsledky experimentální studie, která zkoumala, jak se nahrazení učitelské zpětné vazby vrstevnickou zpětnou vazbou projeví v kvalitě
cizojazyčné písemné produkce pregraduálních studentů angličtiny jako cizího jazyka. Ve studii byl použit kvazi-experimentální design s využitím pretestu a posttestu
se dvěma porovnávanými skupinami, které se lišily zdrojem zpětné vazby k písemné produkci. Pro posouzení změny v kvalitě písemné produkce vlivem intervence v podobě dvou typů zpětné vazby byl využit Wilcoxonův test. Účastníci studie (N = 65) byli rozděleni do dvou porovnávaných skupin, které se lišily zdrojem vícenásobné, počítačem zprostředkované zpětné vazby, kterou obdrželi ke své písemné produkci. První skupina (N = 33) obdržela ke třem průběžným verzím textu výhradně učitelskou zpětnou vazbu, zatímco každý student ve druhé skupině (N = 32) obdržel k první verzi textu zpětnou vazbu od tří vrstevníků a ke druhé a třetí verzi textu od učitele. Příspěvek se dále zabývá tím, jak účastníci studie vnímali zpětnou vazbu, kterou ke svým textům obdrželi. Výzkumná zjištění ukazují, že oba typy zpětné vazby významně přispěly ke zlepšení kvality písemné produkce účastníků studie, a to z hlediska všech tří zkoumaných aspektů kvality písemné produkce – její celkové kvality, žánru a registru. Výzkumná zjištění také potvrzují výrazné preference studentů pro učitelskou zpětnou vazbu, ale současně ukazují, že vrstevnická zpětná vazba napomáhá procesu učení a přispívá k rozvoji schopnosti psát v cizím jazyce.
počítačem zprostředkovaná zpětná vazba; vrstevnická zpětná vazba; učitelská zpětná vazba; kvalitní psaní; vnímání zpětné vazby; angličtina jako cizí jazyk
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