An Action Research On Improving Students’ Autonomous Learning Abilities Through Peer Editing In English Writing Teaching In Senior High Schools

It is clearly stated that teachers should guide students to learn actively,help them form learning styles oriented by abilities development,and cultivate their abilities to explore problems,obtain information resources and learn autonomous in English Curriculum Standards for High Schools(2020).However,due to the effects of traditional teaching concepts and exam-oriented education,in the current senior high schools English writing teaching evaluation,the evaluation method is single,mainly based on teacher evaluation,and students’ self-evaluation and mutual evaluation abilities are weak.Students’ autonomous learning abilities need to be improved,which is manifested by not speaking actively in classes,weak autonomous thinking abilities and weak abilities to search and employ learning sources on their own.Peer editing is an important writing teaching activity with students as the main assessment subjects,which comes into being under the background of the curriculum reform of basic education.It aims at cultivating students’ interest in English writing,in order to achieve the purpose of improving students’ autonomous learning abilities.The research questions are as follows:(1)What are students’ attitudes towards peer editing after carrying out three rounds of action research?(2)What are the lifting effects of peer editing on students’ autonomous learning abilities in English writing teaching in senior high schools?(3)What are the lifting effects of peer editing on various dimensions of autonomous learning abilities?Under the guidance of Constructivism Learning Theory and Process Approach Theory,a class in the second grade of senior high school in Liaocheng City,Shandong Province is selected as the subjects of research and 14-week action research is carried out by using research tools such as questionnaires,interview outlines and teacher logs.The research is carried out in three rounds,and each round of action research includes four stages:planning,implementation,observation and reflection.Through the implementation of a series of innovative peer editing teaching actions,the research aims to guide students to form a positive attitude towards peer editing and improve students’ autonomous learning abilities.The following conclusions can be drawn by analyzing the questionnaire data and the contents of teacher logs and interviews:(1)Students hold a positive attitude towards peer editing after carrying out three rounds of action research;(2)Peer editing achieves the ideal teaching effects and improves students’ autonomous learning abilities;(3)Peer editing can improve autonomous willingness,independence,initiative,reflection,creativity,planning and concentration in students’ autonomous learning abilities to varying degrees,among which the creativity of students is the most significant.The research applies peer editing to English writing classes in senior high schools,cultivates students’ interest in English writing and autonomous learning abilities,and provides reference suggestions for the majority of front-line English teachers in English writing teaching in senior high schools.