The Effectiveness Of Peer Assisted Learning Method In Senior High School English Practical Writing

At the end of 2017,the Ministry of Education officially promulgated English curriculum standards for senior high schools(2017 Edition),which puts forward the new requirements for the English teachers in the front-line high schools,that is,to meet students’ comprehensive quality,including English language ability,cultural awareness,thinking quality and learning ability.However,at this stage,most teachers still teach the knowledge and students are unable to actively participate in English learning activities to express their personal views and attitudes,and to improve their applicable ability and writing ability in English practical writing class of senior high school.Therefore,in order to meet the new curriculum standards and change the current teaching mode in the English practical writing class of senior high school,the author applies Peer Assisted Learning Method in English practical writing class of senior high school to realize the student-centered class and to promote the formation and development of senior high school students’ English comprehensive quality.Based on cooperative learning theory,constructivist learning theory and social interaction theory,this study takes 61 students as the research objects,which are from class 6 and class 10 of a senior high school in Cheng Yang District,Qingdao City,Shandong Province and applies Peer Assisted Learning into English practical writing class of senior high school.This study focuses on the following questions:(1)Can Peer Assisted Learning reduce the anxiety of senior high school students before English practical writing?(2)Can Peer Assisted Learning improve senior high school students’ practical writing ability? If so,in which aspect,format of the English practical writing,vocabulary usage and sentence structure,writing content,language expression?In order to answer the above questions,the author adopts the research methods of combining quantitative analysis and qualitative analysis.Firstly,in order to learn the students’ attitude towards English practical writing and the method of Peer Assisted Learning and the current situation of English practical writing,the author asked 61 students to fill in the questionnaire,complete the practical writing test and interview 5students randomly.Then,the author applies Peer Assisted Learning Method in English practical writing class of senior high school,which lasts three months.After three months of experimental teaching,the author conducts the questionnaire and post-test on61 students again,and interviews 5 students randomly.Last,by collecting the data of questionnaire,interview,test scores and peer review checklist for practical writing during the experiment,the author uses SPSS25.0 data analysis software to analyze data and discuss.The experimental results show that peer assisted learning can not only effectively alleviate students’ anxiety before English practical writing and enhance the interest in English practical writing,but also,to a great extent,improve students’ writing scores and improve students’ writing ability.Therefore,the experiment shows that the new teaching method of "peer assisted learning" has certain effectiveness and positive effect in the teaching of English practical writing in senior high school.