The Research On The Application Effect Of Peer-assisted Learning Mode In Senior High School English Writing Teaching

English writing is a reflection of students’ comprehensive application of knowledge.Writing teaching has always been a difficult problem in high school English teaching,which is a challenge for both teachers and students.At present,teachers generally adopt the result-based teaching method,ignoring the subjectivity of students in the classroom,ignoring the writing process,and the evaluation method is single and limited,which makes students lack writing motivation and do not know how to improve their writing skills.Based on the above problems and in combination with the requirements of the English curriculum standards for ordinary high schools,the author proposes to apply the Peer-Assisted Learning model to senior high school English writing teaching.Activities in which knowledge and skills can be acquired to improve students’ motivation to learn,in the hope of achieving the effect of one plus one greater than two,and to study the effects of their practical application.This paper takes constructivism theory,zone of proximal development theory,language input hypothesis theory and output hypothesis theory as the theoretical basis,and adopts a combination of quantitative and qualitative methods to conduct a three-month teaching experiment for students in two classes of senior one in a high school in Harbin.,the first（third）class of senior high school is used as an experimental class to carry out the Peer Assisted Learning mode teaching,while the first（fifth）class of senior high school is used as a control class to teach in traditional mode,and comparative experiments are conducted to try to explore the following issues:（1）Can the Peer-Assisted Learning model improve students’ interest and confidence in English writing?（2）Can the Peer-Assisted Learning mode improve students’ English writing level? Before and after the experiment,questionnaires and interviews were used to understand the students’ interest and motivation in English writing,and the test method was used to test the students’ English writing level before and after.Using SPSS25.0software to compare and analyze the English writing pre-test and post-test results,and supplement the comparison between the questionnaire and the interview results,so as to obtain the application effect of the Peer-Assisted Learning mode in senior high school English writing.The study found that,on one hand,the Peer-Assisted Learning mode can promote interpersonal communication among classmates,provide each other with emotional support,and share knowledge and experience together,so as to reduce students’ anxiety about English writing and improve their understanding of English writing interest and self-confidence.On the other hand,the Peer-Assisted Learning mode can improve students’ sense of learning in the process of English writing,thereby improving the English writing level of senior high school students and improving their English writing performance.To sum up,the experimental results prove that the Peer-assisted Learning model has a positive effect in the teaching of English writing in senior high school.