本論文探討「同儕英作評閱活動」對台灣高中生之影響，目的在瞭解：1) 台灣高中生在參與「同儕英作評閱活動」之前及之後，對此活動所抱持的態度，2)其參與「同儕英作評閱活動」後的收穫以及 3)其參與「同儕英作評閱活動」時遭遇到的問題。本研究對象為台中縣某高中高二學生共四十人。學生們學習如何撰寫英文記敘文體，並且參與「同儕英作評閱活動」。本研究的資料來源包含態度問卷調查、「同儕英作評閱活動」問卷調查、文章分析以及研究對象訪談。本研究結果顯示「同儕英作評閱活動」對台灣高中生有正面的影響。大部分的學生在參與「同儕英作評閱活動」之前及之後，對此活動均抱持正面的態度。此外，大部分學生認為他們從「同儕英作評閱活動」中獲得語言、認知及社交方面的收穫。另外，大部分的學生亦指出他們在參與「同儕英作評閱活動」時並未遭遇困難。僅有少部分學生認為，針對同學英作提供明確的建議，對其而言是件困難的事；此外，亦有少部分學生認為參與「同儕英作評閱活動」讓他們覺得緊張。最後，本研究亦提供一些教學上的建議供老師們參考。 The Effects of Peer-Response Activities on Senior High School Students in TaiwanChia-Ning Jenny Liao, M.A.Tunghai UniversityThesis Advisor: Dr. Kai-Ling WuABSTRACTThis study investigated the effects of peer-response activities on senior high school students in Taiwan. It was designed to examine: 1) EFL senior high school students’ attitudes towards peer-response activities before and after the implementation of the activities, 2) benefits of the peer-response activities, and 3) problems the students encountered throughout the peer-response activities.Forty second-year students in a senior high school in Taichung County were included in this study. The students were taught how to write English narratives and were guided to participate in the peer-response activities throughout the study. The data collected from this study consisted of attitudes questionnaires, peer-response questionnaires, text analyses of students’ narrative paragraphs, and audiotaped interviews with students.The results showed that the peer-response activities had positive effects on EFL senior high school students. First, most students held positive attitudes towards peer-response activities before and after the implementation of the activities. Additionally, the majority of the students reported that they benefited from the peer-response activities linguistically, cognitively, and socially. Moreover, most students reported that they did not encounter problems throughout the peer-response activities. Only a limited number of the students indicated that they had difficulties providing specific comments on their peers’ writings and felt nervous when participating in the peer-response activities. Based on the research findings, some pedagogical and research implications are discussed in the conclusion of the study.
