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Early peer interactions were mostlydescriptive research(Leeser,2004;Watanabe&Swain,2007).In recent years,(quasi)experimental research,quantitative research,qualitative research and mixed researchmethods have gradually increased(Lin&Wang,2018;Fan,2019;Geng et al.,2021).On the basis of learning and absorbing interaction research,researchers gradually formthe research method of adapting peer interaction research methods adapted to peerinteraction studies.However,the action research of peer interaction is stillinsufficient in the real classroom.

Chapter Three Theoretical Basis................................11

3.1 Definition of scaffolding theory.............................11

3.2 Classification of scaffolding theory.....................................11

3.3 Application of scaffolding theory......................................12

Chapter Four Research Methodology................................17

4.1 Research method....................................17

4.2 Research questions..............................17

4.3 Research subjects.................................18

Chapter Five Results and Discussion..........................26

5.1 Learners’status of peer interaction................................26

5.1.1Macro status of peer interaction......................26

5.1.2 Micro status of peer interaction................................29

Chapter FiveResults and Discussion

5.1 Learners’status of peer interaction

Survey and hypothetical analysis of the problems was the second step of theprocess of action research.The teacher conducted questionnaire and semi-structuredinterview for understanding secondary vocational learners’status of peer interaction.The questionnaire results were consistent with the semi-structured interviews.Theresults indicated in the following two aspects.

5.1.1Macro status of peer interaction

This study conducted descriptive statistics,in order to explore learners’status ofpeer interaction in secondary vocational school.The descriptive statistics analysisindicated that the means of the four dimensions,peer interaction(M=4.04,SD=.759),collaboration(M=4.22,SD=.809),form orientation(M=3.90,SD=.881),and peerfeedback(M=3.19,SD=.895).Means of the four dimensions ranged from 3.19 to 4.22(Table 5.1).The results revealed that learners had a more positive attitude towardspeer interaction in English class.Among them,the dimensions of peer interaction andcollaboration were at higher levels.The dimensions of form orientation and peerfeedback were at the upper-middle levels.As a whole,learners’whole status of peerinteraction kept a higher level.

Chapter SixConclusion

6.1 Major findings

After three cycles of action research,the major findings as follow.First,learners’status of peer interaction indicated in the following two aspects,higher enthusiasm forpeer interaction and lower enthusiasm for language learning.The first researchquestion found that learners preferred peer interaction to traditional teaching.However,they also had their difficulties and scruples in language learnin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。