ABSTRACT

Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). This study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed-method exploratory study reveal a positive correlation between student attitude to feedback pertaining to disciplinary knowledge development, and achievement within the field of literary studies. This stands in contrast to other findings in this study which see only a weak correlation between attitudes to both peer and teacher feedback, and writing performance. Furthermore, this study argues that active engagement with feedback is linked to greater levels of discipline-specific writing competencies.

摘要

最近的研究强调了学生参与写作反馈的重要性（Quinton 和 Smallbone，2010 年；Zhang 和 Hyland，2018 年；Handley、Price 和 Millar，2011 年）。与此同时，有一小部分但不断增长的学术机构探索反馈在 L2 语境中培养学生作家的学科特定能力方面的作用（Hyland，2013 年）。本研究旨在通过探索学生对同伴和教师反馈的态度、学业成绩以及与此类反馈的对话参与之间的复杂关系，为这一新兴领域做出贡献，特别关注 L2 语境中文学学科知识的发展。这项混合方法探索性研究的结果揭示了学生对学科知识发展反馈的态度与文学研究领域的成就之间存在正相关关系。这与本研究中的其他发现形成鲜明对比，后者认为对同伴和教师反馈的态度与写作表现之间只有微弱的相关性。此外，这项研究认为，积极参与反馈与更高水平的特定学科写作能力有关。