The Effect Of Teacher Intervention On The Effectiveness Of Group Cooperative Learning In Senior English Writing Class

In recent years,more and more attention has been paid to the cultivation of students' writing skills in senior high school English teaching,which has been also highlighted in the college entrance examination.Therefore,how to effectively carry out writing teaching has become a big concern of both English teachers and scholars.Nowadays,the process-oriented writing teaching has been increasingly recognized by scholars.Thus,how to use its teaching philosophy,principles and methods to accelerate the reform of English writing teaching in senior high school of China has become an issue that needs further exploration.Cooperative learning is one of the most important learning theories today.Based on previous studies on cooperative learning,the author defines cooperative learning as a student-centered and group-based learning model.In the process of cooperative learning,the teacher as the organizer should not be ignored.However,literature review shows that of the studies on cooperative learning,few showed concerns on how teacher's mediation affects cooperative learning.In addition,cooperative learning is mostly practiced in reading and speaking classes,but seldom in Writing classes.The study,through the combination of quantitative and qualitative research,is intended to explore how teacher's mediation affects the effectiveness of cooperative learning in process-oriented English writing teaching in hope of improving the teaching of writing in senior high schools.This study used three writing tests combined with interviews to collect data from 80 senior high school students.The effectiveness of group cooperative learning is measured by the participants' test scores.This study tries to solve the following three questions:(1)In the process of writing,does the teacher's mediation in the form of evaluation without being preceded by guidance affect the effectiveness of group cooperative learning?If yes,then how?(2)In the process of writing,does the teacher' s mediation in the form of guidance preceding evaluation affect the effectiveness of group cooperative learning?If yes,then how?(3)In the process of writing,how are the effects of the two types of teacher's mediation different from each other?The data are statistically analyzed by the use of One-way ANOVA,and Independent Sample t Test in SPSS21.0 software.Together with the results of the interview,the major findings of the study are as follows:(1)In the process of writing,within the two groups,the teacher's mediation in the form of guidance preceding evaluation is more powerful in affecting the group cooperative learning than the teacher's mediation in the form of evaluation without being preceded by guidance;for the former,the participants' test scores of the third test are significantly higher than those of the first and the second tests,but for the latter,the participants' test scores of the third test are only significantly higher than those of the first test.(2)In the process of writing,between the two groups,the teacher's mediation in the form of guidance preceding evaluation is more powerful than the teacher's mediation in the form of evaluation without being preceded by guidance.All the test scores of the three tests for the former are significantly higher than the scores for the latter.This study explores the influence of different types of teacher's mediation on the effectiveness of cooperative learning in senior high school English writing class.It is hoped that some useful insights can be provided for the practice of cooperative learning in English writing class to promote the development of Chinese senior high school students' English writing abilities.Meanwhile,the study can lay an empirical foundation for further research in this field.