CAJ | 학술논문

本研究旨在探讨非实时在线同侪互评（ ALN-based peer assessment）促进学生作者读者意识的可行性。借助非实时在线同侪互评，学生作者接收同侪评价的同时，也对同侪的写作实施评价与参考，使其具备作者与读者双重角色，实现在线写作社群的构建，为培养读者意识提供所需的读者群。研究结果显示，学生的写作收到同侪较高频次的显性评价与非显性拜访，写作初稿与终稿的比对结果表明写作质量获得提升，体现出较高的互评频率和互评效能，因而判断有效在线写作社群得以构建。试验后问卷调查表明，有效在线写作社群的构建和该社群中学生作者评价同侪写作的倾向与学生读者意识的提高相关。
본연구지재탐토비실시재선동제호평（ ALN-based peer assessment）촉진학생작자독자의식적가행성。차조비실시재선동제호평，학생작자접수동제평개적동시，야대동제적사작실시평개여삼고，사기구비작자여독자쌍중각색，실현재선사작사군적구건，위배양독자의식제공소수적독자군。연구결과현시，학생적사작수도동제교고빈차적현성평개여비현성배방，사작초고여종고적비대결과표명사작질량획득제승，체현출교고적호평빈솔화호평효능，인이판단유효재선사작사군득이구건。시험후문권조사표명，유효재선사작사군적구건화해사군중학생작자평개동제사작적경향여학생독자의식적제고상관。
This study aims at testing the feasibility of facilitating student writersˊreader awareness with peer assess-ment happening on asynchronous learning network( ALN ). Through ALN -based peer assessment,an online writing community is expected to be built and to provide audience for fostering audience awareness,where student writers act as both writers and audience. Results show that students receive many explicit assessments and non-explicit visits from peers. A comparison of the first and final drafts of studentsˊwritings shows that there is an improvement in writing quality. These findings demonstrate that there is a high frequency and efficacy of peer assessments,and thus an effective online writing community has been established. Students respond in the post-study questionnaire that the establishment of an effective online writing community and student writersˊtendency to assess peersˊwritings in this community contribute to the promotion of their audience awareness.