College English teaching based on peer feedback in writing tasks under the perspective of New Liberal Arts

Authors

DOI:

https://doi.org/10.54475/jlt.2023.020

Keywords:

new liberal arts, peer evaluation, English teaching, medical schools, deep learning

Abstract

This study aims to explore the teaching model of medical universities’ English education based on peer feedback in writing classes under the new liberal arts perspective. Using construstivism as the theoretical framework, the scaffolding theory as the analytical framework, this study employs experimental control methods and utilizes SPSS software for data analysis to evaluate the effectiveness of peer feedback in improving writing abilities. In-depth text analyses of questionnaires and reflection reports are conducted to examine the mediating effects of this strategy on students’ text revision, academic discourse knowledge, cultural literacy, and research awareness, and to investigate how peer feedback contributes to the cultivation of autonomous learning, self-assessment, and critical thinking. The findings confirm that peer feedback not only enhances students’ writing levels but also fosters their deep learning habits. This study provides an effective teaching model that integrates deep learning and ideological education for medical universities’ English instruction based on peer feedback in writing classes under the new liberal arts perspective.

Author Biography

  • Yu Pan, Wenzhou Medical University

    Pan YU, born in July 1983, Lecturer at School of Foreign Language Studies, Wenzhou Medical University. Her research interests are TESOL, teacher learning, language and modern linguistics.
    Email: 153783936@qq.com

References

Cao, Y. (2022). Peer feedback in L2 writing: Theory and practice. Journal of Jilin Institute of Education, 38(07), 178-182. https://doi.org/10.16083/j.cnki.1671-1580.2022.07.040

Chen, Y. M. (2022). Theoretical framework and practical strategy of task-based language teaching. Journal of Wuhan University of Technology (Social Sciences Edition), 34(03), 98-102. https://doi.org/10.3963/j.issn.1674-3640.2022.03.017

Cui, Y., Gai, X. S., & Zhang, S. J. (2019). Validity and feasibility of peer feedback method in English writing teaching. Foreign Language Electronic Teaching, (2), 3-9.

Deng, L. M., & Cen, Y. (2010). The efficacy of peer feedback mechanism on the development of Chinese students’ L2 writing ability. Foreign Language World, (5), 18-22.

Fan, L. M. (2023). Mechanism guarantee for the construction of New Liberal Arts. China Higher Education Research, 357(05), 4-8. https://doi.org/10.16298/j.cnki.1004-3667.2023.05.02

He, K. K. (1997). Constructivist teaching models, teaching methods, and instructional design. Journal of Beijing Normal University (Social Sciences Edition), (5), 74-81.

Lee, I. Feedback revolution: What gets in the way? ELT Journal, 2011(1), 1-12. https://doi.org/10.1093/elt/ccp028

Lee, I. Feedback in writing: Issues and challenges. Assessing Writing, 2014(19), 1-5. https://doi.org/10.1016/j.asw.2013.11.009

Li, P. Y. (2022). Exploration of the smart teaching model for college English based on new liberal arts. Journal of Xichang College (Social Science Edition), 34(01), 113-117. https://doi.org/10.16104/j.issn.1673-1883.2022.01.019

Li, S. L. (2022). Reflections on the cultivation of college students’ language and professional skills under the background of “New Liberal Arts”. Journal of Shangqiu Normal University, 38(03), 1-5.

Liu, L. (2021). Exploration and application of scaffolded teaching model in college English writing teaching. Journal of Changchun Normal University, 40(7), 171-175.

Mariani, L. Teacher support and teach challenge in promoting learner autonomy. Prospectives, 2005(2).

Long, B. X. (2021). The era connotation and construction direction of China's new liberal arts. Nanjing Social Sciences, (1), 135-143.

Pan, Y. (2022). Discussion on effective feedback strategies in college English teaching based on Evaluation Theory. Journal of Wenzhou Medical University, 52(03), 253-258.

Peng, F. P., Li, R., Li, C., et al. (2022). Research on strategies to improve information technology teaching competence of foreign language teachers in Guizhou universities. Education and Teaching Forum, 564(13), 18-21.

Peng, H. C., & Zhu, Z. T. (2020). Research on deep learning: Developmental context and bottlenecks. Modern Distance Education Research, (1), 41-50.

Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15(1), 1-12. https://doi.org/10.1159/000271225

Storch, N. Critical feedback on written corrective feedback research. International Journal of English Studies, 2010(2), 29-46. https://doi.org/10.6018/ijes/2010/2/119181

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wang, M. Y., & Zhang, T. (2019). Reflection and exploration on the construction of new liberal arts in colleges and universities: Discussion on the construction of foreign language and literature discipline. Journal of Tianjin Foreign Studies University, 26(06), 1-7.

Wen, Q. F. (2021). The connotation and implementation framework of ideological and political education in college foreign language courses. Chinese Journal of Foreign Languages, 18(02), 47-52.

Wu, Y. (2019). New Mission, New Pattern, New Liberal Arts, and New Foreign Languages. Frontiers of Foreign Language Teaching, 2(02), 3-7+90.

Wu, Y. (2020). Turning crisis into opportunity, proactively adapting to change, and building an international platform and curriculum resources for online teaching. Chinese University Teaching, (4), 4-16+60.

Xi, J. P. (2016, May 19). Speech at the Symposium on Philosophy and Social Sciences Work. People’s Daily, (2-3).

Xu, H. (2022). Design, layout and teaching issues of learning acquisition planning for foreign language majors in China’s universities. Foreign Language Teaching, 43(01), 62-68. https://doi.org/10.16362/j.cnki.cn61-1023/h.2022.01.010

Yan, S. Q. (2021). Construction of a blended learning model for English in universities under the background of New Liberal Arts. Journal of Qiqihar Normal University, (04), 143-147.

Yin, R. X. (2020). Exploration of the reform of English teaching system in medical colleges and universities under the background of New Medical Science. China Continuing Medical Education, 12(34), 1-4.

Yu, Z. Q. (2005). Vygotsky’s Educational Theory [Book]. People’s Education Press.

Yu, H. L. (2022, April 7). Three core concepts of excellent teaching. China Social Sciences News, 4.

Zhang, Y. H. (2021). A comparative analysis of English Major curriculum models in China and the United States. Journal of Guangxi Normal University (Philosophy and Social Sciences Edition), 53(03), 161-166. https://doi.org/10.13835/j.cnki.gxsfxb.2021.03.025

Zhao, K. Y. (2021). On the five major concepts of “New Liberal Arts”. Nanjing Social Sciences, 407(09), 147-155. https://doi.org/10.15937/j.cnki.issn1001-8263.2021.09.017

Zhu, Z. T., & Peng, H. C. (2017). Deep learning: The core pillar of intelligent education. China Educational Journal, (5), 36-45.

Downloads

Published

2023-08-14

Issue

Section

Original Research

How to Cite

Pan, Y. (2023). College English teaching based on peer feedback in writing tasks under the perspective of New Liberal Arts. Journal of Language Teaching, 3(8), 9-19. https://doi.org/10.54475/jlt.2023.020

Similar Articles

1-10 of 66

You may also start an advanced similarity search for this article.