Professor Wang Chuming's Xu Argument suggests that"continuation"is crucial for triggering language learning prompts and offers a novel approach to improving language acquisition and teaching efficiency.In this article,two parallel English writing classes were compared:one participated in"the continuation task+peer assessment",while the other engaged in"topic-based composition+peer review."The aim was to evaluate how"the continuation task+peer review"method affected English writing.Analysis of pre-test,post-test,and end-of-semester scores revealed significant,long-term improvements in writing prompts for both groups,with the"the continuation task+peer review"group showing superior effectiveness compared to the latter group.
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