The Affective Advantagse of Peer Feedback and Portfolio Approach in a Large Writing Class

in International Symposium (poster paper), 國際研討會(全文海報發表)
標題The Affective Advantagse of Peer Feedback and Portfolio Approach in a Large Writing Class
出版類型國際研討會(全文海報發表)
出版年度2010
AuthorsShiow-wen Chen, 陳秀文
出版日期May 8 2009 12:0
其他編號0000
中文摘要

Teaching writing class is always considered a challenging, labor-intensive, and time-consuming task for college teachers. In this study, two approaches, peer feedback and portfolio approach, were implemented a college writing class. When learners experienced the sense of achievement through the presentationo f their works in the portfolio, there is a significant differenc eint heir learning process, in terms of affective advantages in partifular. Findings suggest that the majority of students felt sense of achievements after they finished composing portfolios of their own and reported a non-threatening writing experience. With a carefully planned program incorporates peer feedback and portfolio approaches, the researchers find that learners make positive effect ont he development of learners' writing ability.

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