Effects Of Internet-based Peer Feedback Of Different Input Modalities On The Quality Of Continuation Writing Modification

Since the introduction of the continuation theory,there have been many researches on it.Most of them focus on the alignment effects,and they are basically carried out in traditional classrooms.However,the research on continuation writing in the internet environment is rarely involved.With the gradual enrichment of teaching methods,relevant interaction research in the internet environment,including the impact of different input modalities on language acquisition,has aroused the interests of scholars.Besides,research on the effect of different input modalities on the continuation task is relatively scarce.The research on continuation writing under the multimodal input in the internet environment can further expand the research perspective of continuation writing and enrich the practical means of continuation writing,which deserves more attention.This thesis aims to explore the correlation between different input modalities and peer feedback on the quality of continuation writing modification in the online environment,and the main factors that affect learners’ acceptance of peer feedback as well.The research recruits 62 English major sophomores from a university in Hebei Province as research subjects,and adopts teaching experiment and interview as research methods.According to the pre-test language proficiency,two subjects as a group,all the subjects are divided into high language proficiency groups,low language proficiency groups and mixed language proficiency groups.At first,the subjects in each group understand an unfinished story on the Internet under three different input modalities(text input,audio input,and video input)and are asked to complete the end of the story within a specified time.Then they send it to the designated QQ groups,evaluate their peers’ work and interact with one another.Next,the subjects independently revise the writing based on the peer feedback,and complete the second draft of the continuation writing.After the experiment,nine subjects randomly select from groups of different language levels in different modalities are interviewed by the researcher to learn about their attitudes and feelings on input modalities and peer feedback.The results show that peer feedback is significantly related to improving the quality of continuation writing modification;peer feedback under the three input modalities has a different role in promoting the improvement of the modification quality of the continuation writing,and the improvement of the continuation writing modification quality in the audio input modality is significantly higher than in the text input modality;the acceptance number of peer feedback in mixed language proficiency group is higher than in the same language proficiency group.The results of this study could help foreign language teachers choose appropriate input modalities and peer feedback interaction mode in teaching,and provide some relevant enlightenment and inspirations for future continuation task research.