An Action Research Of The Application Of Process Approach To The Writing Class In Senior High School

With the internationalization and informatization of the world,English teaching in senior high school is faced with the challenge of improving English teaching quality and improving students’ English abilities.Besides,writing ability is considered the toughest as the students are not able to write desirable writing compositions.Under the guidance of new ideas of current reform in senior high school English writing teaching,teachers begin to reflect on the product-oriented teaching model for English writing and try to switch from product-oriented teaching model to process-oriented teaching model.Process writing approach focuses more on learners’ writing thoughts,writing process and writing feedback in the process of writing.Considering learners’ differences and particularities,process writing teaching is more targeted.Therefore,the author designed and implemented an action research on English process writing teaching in Kaili No.1 Senior High School of Guizhou Province.In view of the problems with students’ English writing in this senior high school,the author raised the following questions before the research.1.Do the students have more confidence and less anxiety in the process of English writing that is directed under the process writing approach?2.Do the students produce any better English writing compositions under the instruction based on process writing approach?3.If they do,in what aspects do they make improvement in their writing?The research was an action research,which was conducted among135 students in Senior One.They were from two parallel Classes,Class12 and Class 14.The author was appointed to be the English teacher in both classes and applied process writing teaching.The research lasted about four months.Several instruments were adopted in the research,such as questionnaires,interview,tests,teacher’s log and so on.The research results showed that under the instruction based on the model of process writing,students made progress in their English writing.In the process writing activities,they were less anxious about writing than before and more confident in it.The writing contents were more substantial.In addition,they mastered more writing skills and formed some good writing habits.Therefore,the conclusion can be drawn from the teaching practice that process writing teaching has a positive effect on the students’ English writing,and it can be applied flexibly in English writing teaching.On the basis of these findings,this research gained the following pedagogical implications for improving English writing teaching in senior high school.Firstly,it is necessary for teachers and students to have more interaction.Second,teachers and students should focus on input and achieve their goals step by step.Third,teachers should have clear plansand arrangements.Fourth,teachers ought to intervene in the writing process more.In the end,the learning process is more important than the final learning product.