An Experimental Study On Peer-Assisted Learning In English Reading In Grade Eight

Reading is a significant content in foreign language learning in junior high school.But some teachers are challenged with the problems of educating students with diverse learning abilities in big class size.So it is essential to train students as a more active role in their own reading learning.Peer-Assisted Learning is a kind of learning activities that make students become instructive in learning inside and outside the classroom.It emphasizes the cooperation between peers.It encourages students to become more active learners.Many empirical studies have demonstrated its effectiveness in improving the reading performance of native English-speaking students and second language learners from primary school through senior high school.There is less research on Peer-Assisted Learning in foreign language learning context.Therefore,it is a new attempt to facilitate students’ reading development in grade eight.This thesis will address the following three questions:1.What are the effects of Peer-Assisted Learning on the reading performance of grade eight students?2.Do high-achieving,average-achieving and low-achieving students get the same benefits from Peer-Assisted Learning?3.What are these students’ attitudes toward Peer-Assisted Learning? And what affective gains do they get from it?The experiment was conducted at one junior high school of Shandong Province.Participants were students of two natural classes in grade eight.The experiment was implemented for three months.Reading tests were used to measure participants’ reading ability before and after experiment;a questionnaire and some interviews were administrated to elicit participants’ attitudes toward Peer-Assisted Learning.The findings can be briefly summarized as follows:(1)Peer-Assisted Learning improves students’ reading performance on the whole,the experimental class outperform the control class in reading performance;(2)Results diverge for different types of students.HA students do not improve their reading score significantly.By contrast,AA and especially LA students make significant progress;(3)Irrespective of learner types,students have positive perceptions of peer-assisted learning procedures.Students report that they like doing peer-assisted learning activities with their partners.They believe that peer-assisted activities function well in improving their reading ability.Major implications for future research and classroom instruction are as follows:(1)Peer-Assisted Learning is an effective method for reading instruction for grade eight students;(2)Peer-Assisted Learning might not benefit all types of students.Researches on high-performing students need further investigation;(3)Pairs should take turns to act the role of tutor and tutee;(4)Teachers should carefully consider how to use extrinsic rewards;(5)Teachers should manage the students and provide more help.