本文依据思辨倾向理论框架,探讨了同伴互评对英语专业学生思辨倾向发展的影响。研究采用实验研究方法,将某高校英语专业77名学生分为实验组(37人)和对照组(40人),运用思辨倾向量表对两组学生进行前后测对比分析。研究发现,经过一年的同伴互评写作训练后实验组学生的思辨倾向水平总体较为积极且呈上升趋势,尤其在思辨自信心方面。而对照组学生的思辨倾向水平随着年级的增长呈下降趋势,尤其在分析能力和认知成熟度方面。实验组学生在思辨倾向总体水平、思维开放度、分析能力、系统化能力、探究性、认知成熟度等方面显著高于对照组,在求真度和思辨自信心等方面没有显著差异。研究表明,同伴互评融思辨于英语写作教学,能够有效促进学生思辨能力发展。在教学中,应鼓励学生参与同伴互评,关注学生情感体验,为学生提供脚手架,促进学生语言与思辨协调发展。

Based on the theory of critical thinking dispositions, this study explored the impact of peer feedback in English writing teaching on the development of critical thinking dispositions among English majors. The study utilized an experimental design with 37 participants in the experimental group and 40 participants in the control group. Critical thinking disposition inventory was used to test students’ critical thinking dispositions. The results of pretest and posttest revealed that students in the experimental group showed an increasingly positive disposition toward critical thinking after one-year study of critical thinking-integrated English writing with peer feedback, esp. in critical thinking self-confidence, while students in the control group showed a tendency of decrease in critical thinking dispositions especially in analyticity and cognitive maturity. The posttest results showed a significant difference between the experimental group and the control group in open-mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity as well as the general critical thinking dispositions while no significant difference was found in truth-seeking and critical thinking self-confidence. This study indicated that integrating peer feedback into English writing could contribute to the development of critical thinking among English majors. To synchronize the development of students’ critical thinking with the acquisition of language competence, teachers should facilitate students’ engagement in peer feedback by addressing their affective experience and scaffolding their feedback.