A Research of Peer Review in the Teaching of Continuation Task Teaching
DOI:
https://doi.org/10.54097/2mf0y784Keywords:
Continuation Task, Peer Review, English WritingAbstract
This research makes an attempt to apply peer review to the English continuation task writing teaching, trying to research the following questions: (1) What is the status quo of students’ continuation task writing? (2) How to conduct peer review in the continuation task writing teaching in senior high school? (3) What is the effect of peer review on students’ continuation task performance? Based on the theory of cooperative learning, the process writing approach and the zone of proximal development, and taking the students of Class 15 of a senior high school as the research subjects, this thesis researches the application of peer review to continuation task teaching by means of questionnaire survey and tests. After three months study, this research holds the opinion that peer review has a certain practical significance for continuation task teaching in senior high school. Teachers should introduce peer review into the English class as early as possible and conduct relevant peer review training. Peer review and teacher feedback should also work together to improve students’ interest and writing performance in continuation task.
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