| Academic papers are an important outcome of graduate education,and also an important criterion for measuring the academic level of graduate students.For this reason,the government attaches great importance to the cultivation of academic writing ability,and educators devote to investigate how to effectively cultivate the ability of academic writing of postgraduates.With the rapid development of the Internet,in China,the notion of "Internet+education" has become more popular in China.It is expected that the advantages of Internet can promote the development of China’s education.As a result,teachers and educators in China start to adopt blended learning as a teaching method.Therefore,the thesis aims to integrate peer review,revision response into a blended learning writing model in an online writing platform in order to improve graduate students’ academic paper writing ability.In an initial design of the blended learning writing model,self-assessment,peer review and revision response were incorporated.It was found that the blended learning writing model has a positive impact on students’ writing ability.In addition,based on the initial design,a second version is designed and improved by fixing several problems.The second version of the blended learning writing model includes peer review and revision response.This study also adopts an empirical study to investigate the influence of the improved blended learning writing model on the academic writing of graduate students.The results of this study show that:(1)Peer review is positively correlated with expert evaluation in the dimensions of research purpose,method and results,suggesting that peer evaluation is reliable only in the three dimensions.However,there are no significant correlations between peer review and expert evaluation in the dimensions of research background and outcome discussion.For this reason,teachers should pay more attention to how to effectively support students’ review in these two dimensions.(2)The analysis of the types of comments in peer review shows that,in the dimension of emotion and cognition,the students’ adoption of comments is affected by the types of comments,but no influence is found in the dimension of metacognition.It implies that students’ metacognitive comments are not written well enough,resulting in the rejection of the authors.In addition,it is also found that in the three rounds of peer review activities,the distribution of the types of comments showed different trends(e.g.increasing supportive comments,decreasing personal opinions and evaluations),suggesting that students needs additional supports for writing effective comments in the peer review activities.(3)The regression analysis on the quality of papers indicates that the factors include the word number of the final papers,the numbers of neutral affects,guidance,and evaluation in the comments they receive from peers.Furthermore,the comments with the neutral affects and guidance may negatively influence the quality of student papers.Therefore,teachers should guide students to give effective comments in these two types of comments in order to improve their academic papers.In addition,the study provides references for subsequent researchers on academic writing and peer review.The results of this study may also provide directional guidance for the instruction of academic writing. |
