Abstract
This study took 61 English Majors MA as the research participants. Questionnaire data, students’ translation drafts, peer feedback and peer scoring were analyzed to reveal the level of students’ critical thinking disposition (CTD) and the correlation between their CTD and their performance outcomes in respect of peer feedback quality and peer scoring accuracy. The results show that English majors have a positive medium level CTD. There is a moderate positive correlation between analyticity and peer feedback quality, and a low positive correlation between inquisitiveness and peer feedback quality. A low positive correlation is also detected between truth-seeking and peer feedback quality. In addition, a moderate negative correlation is found between analyticity and peer scoring accuracy. A low negative correlation is detected between cognitive maturity and peer scoring accuracy, and there is a low negative correlation between self-confidence and peer scoring accuracy. In view of this, this study suggests that in future peer review practices, special instructions are required for the dimensions of CTD, in the hope of promoting the efficacy of peer review in learning.
Published Version
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