Effects Of Teacher-Student Collaborative Assessment On English Writing Anxiety And Writing Competence Of Senior High School Students

Teacher-Student Collaborative Assessment(TSCA)has attracted widespread attention since it was proposed,especially when many assessments have been proven to have limitations.However,the Production-Oriented Approach(POA)has just been formed in recent years,and TSCA,as a part of POA,is still at the stage of exploration.For this reason,most studies only discussed TSCA theoretically,while there were few empirical studies about it.Therefore,the present study mainly focuses on English writing anxiety and writing competence,and intends to explore the effects that TSCA have on them.Guided by POA,and based on Krashen’s Affective Filter Hypothesis,this thesis addresses the following three questions:1)What are the effects of TSCA on senior high school students’ English writing anxiety?2)What are the effects of TSCA on senior high school students’ English writing competence?3)What is the relationship between senior high school students’ English writing anxiety and English writing competence when TSCA is used?In this study,two classes in the first grade from a senior high school in Changsha were chosen as research subjects,who participated in an eightweek teaching experiment.Then,in the writing class,the control class(CC)was still evaluated by the teacher,while the experimental class(EC)adopted TSCA.Moreover,before and after the experiment,the research subjects finished the Second Language Writing Anxiety Inventory(SLWAI)and writing tests respectively.The results were compared and analyzed to explore the changes in English writing anxiety and English writing competence.The major findings of this study are as follows:1)TSCA can effectively alleviate senior high school students’ English writing anxiety,especially students’ Avoidance Behavior,Classroom Anxiety and Assessment Anxiety.However,students’ Somatic Anxiety cannot be significantly reduced.2)TSCA can significantly improve senior high school students’ English writing competence.After the experiment,students’ linguistic competence showed great improvement,and the structure of their compositions became more organized.Nevertheless,the content of students’ English writings was not greatly improved.3)There is a non-significant positive correlation between senior high school students’ English writing anxiety and English writing competence when TSCA is used.Moreover,moderate writing anxiety can help students improve their writing competence.The present study is a supplement to relevant research of TSCA,and the results of the study not only prove the effectiveness of TSCA,but also provide some references and suggestions for senior high school English teachers in teaching English writing.However,due to the influence of objective factors such as research time,there are still some limitations in this study.In addition,it is recommended that the qualitative analysis should be added into further studies,which can make the results more convincing.