Восприятие и практика самоотчета по предоставлению письменной обратной связи преподавателями Марокканского государственного университета, обучающего английскому языку как иностранному
Аннотация
Введение. С 1990-х годов письменная корректирующая обратная связь учителей (WCF) была признана жизненно важной для решения лингвистических проблем или аспектов письма, нацеленных на результат. Однако необходимо выйти за рамки исправления ошибок и сосредоточиться на письменной обратной связи (WF), которая будет затрагивать другие области письменных работ. Тем не менее, мнение учителей по этим вопросам часто остается недостаточно изученной областью.
Цель. Это исследование было направлено на изучение восприятия и практик самоотчета письменной обратной связи преподавателями английского языка как иностранного, использующих обратную связь, нацеленную на результат и на процесс создания письменного текста в контексте преподавания письма в высших учебных заведениях.
Методы. В предварительном количественном исследовании были собраны данные от 51 марокканского преподавателя по письму на английском языке как иностранном с помощью самостоятельно разработанной анкеты. Пункты анкеты, касающиеся восприятия и практик самоотчета, были действительными и приемлемыми для факторного анализа девяти подшкал, охватывающих особенности обратной связи, нацеленных на результат и на процесс создания письменного текста, все они оказались надежными. Данная структура позволяла проводить несколько сравнений во время анализа данных.
Результаты. Что касается обратной связи, ориентированной на результат, участники сочли применение режимов письменной корректирующей обратной связи и письменной обратной связи к письменному тексту важными методами. В рамках письменной обратной связи, нацеленной на процесс создания письменного текста, большинство из них высоко оценили эффективные режимы письменной обратной связи. Что касается практик самоотчета при письменной обратной связи, нацеленной на результат, преподаватели заявили, что они часто использовали режимы письменной обратной связи в письменном тексте. В рамках письменной обратной связи, нацеленной на процесс создания письменного текста, преподаватели сообщили, что чаще всего используют корректирующую обратную связь в качестве эффективного режима письменной обратной связи. Сравнения между восприятием и практиками самоотчета показали несоответствия в четырех подшкалах, включая письменную корректирующую обратную связь, основанную на содержании письменную обратную связь, касающуюся макроаспектов письма, выработку оценочного суждения и эффективные режимы письменной обратной связи в процессе письма. Таким образом, преподаватели признали важность письменной обратной свзи в этих областях, хотя и отметили, что применяли эти методы реже.
Выводы. В данном исследовании были проверены психометрические свойства составленной самостоятельно анкеты, которую рассматривали в качестве инструмента для изучения восприятий учителей и их практики самоотчета в отношении письменной обратной связи. Результаты, полученные по различным субшкалам, подтверждают эффективность письменной корректирующей обратной связи и позволяют исследовать новую концептуализацию письменной обратной связи как процесса.
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