Action Research On The Application Of Peer Interaction In English Writing Teaching In Senior High School

English writing is difficult for most students.In the teaching process of high school English writing in our country,the tendency to be exam-oriented is obvious.English writing evaluation is mainly based on teachers’ assessment,which is time-consuming and low efficient.At present,there are few studies on the promotion of peer interaction in the teaching of English writing in senior high school,and most studies on peer interaction are about kindergarten students and college students.Based on the above objective phenomena and the review of relevant research at home and abroad,this study takes the interactive hypothesis,sociocultural theory and schema theory as the main theoretical basis,and takes 56 students from Class 11 of Grade 2 in a senior high school in Luoyang City taught by the author as the research object,and applies peer interaction to the writing class to carry out the action research.Here are three research problems.First,what are the benefits of using peer interaction to improve senior high school students’ English writing ability? Second,what are the problems of peer interaction in senior high school English writing lessons?Third,what are the solutions to these problems?The author explores the influence of peer interaction on high school English writing class by means of classroom observation,interview,questionnaire survey,score analysis and then finds some effective ways to improve students’ English writing ability and the efficiency of English lessons.The results show that peer interaction can promote high school students’ interest and ability in English writing,improve their accuracy of language use,and enrich the teaching modes.But students can’t use peer interaction to promote their writing ability.This study also provides the following suggestions for senior high school English writing teaching: teachers should enrich teaching methods,strengthen the cultivation of students’ interactive learning ability,strengthen writing training,attach importance to providing students with as many opportunities for language output as possible,and timely feedback and correct students’ writing problems through peer interaction,self-evaluation,and teacher’ s correction.This study provides a valuable reference for the development of peer interaction in senior high school English writing teaching,and provides support for future research in related fields.