A Study On The Application Of Portfolio Assessment To English Writing Teaching In Rural Junior High School

Writing is an important part of English teaching in junior high schools.The English Curriculum Standards for Compulsory Education Stage(2017 Edition)describes in detail the standards that junior high school students should meet in English writing skills.However,writing has become a weak link for students,and even most students in rural areas cannot meet the writing requirements of the curriculum standards.One of the main reasons is that the current English writing teaching in rural junior middle schools generally emphasizes the results,ignoring the final evaluation of the process.Portfolio assessment,as one of the formative assessment methods,is mainly used in writing teaching.It has the advantages of formative assessment and can record the writing process of students.In order to explore whether the portfolio assessment method has an impact on the English writing ability of rural middle school students and the specific manifestations of the impact,the author applies portfolio assessment to the English writing teaching of rural middle school students and mainly studies the following three questions:(1)What is the current situation of rural junior middle school students’ English writing?(2)Whether portfolio assessment can improve the English writing status of rural junior high school students?(3)Whether portfolio assessment can effectively improve the English writing ability of rural junior middle school students?The author conducted a 16-week teaching experiment with 90 students from two parallel classes of Grade 8 in a rural middle school in Bayan County.Qualitative and quantitative research methods are adopted in this teaching experiment.The quantitative research mainly adopts experimental method and questionnaire survey method.After the experiment,statistical software SPSS24.0 is used for data analysis.The qualitative research in this experiment includes the interview method,classroom observation method and text analysis method,in order to make up for the shortcomings of the experimental method and the questionnaire method in the feedback of the application effect of portfolio assessment.Through the analysis of experimental data,the author has the following three main findings:(1)There are many problems in rural junior middle school students’ English writing.Thesis result from the experiment in the first two class independent samples t test can be seen Sig.(two-tailed)value = 0.953>0.05,no significant difference,the achievement of the experimental class and control class average is respectively 8.36 and8.32(total score is 20 points),the mean difference of 0.04,two class writing level in medium low,main problems in rural junior middle school students in the process of English writing self-reflection consciousness,lack of feedback ability,especially the lexical syntax,grammar,writing is not standard language problems such as improper cohesion and context.(2)Portfolio assessment is helpful to improve the current situation of rural junior middle school students’ English writing.Compared with the pre-test,the passing rate and excellent rate of the experimental class are increased by 22.23% and 4.44%,while the improvement range of the control class is small.The improvement of the writing level of the experimental class is attributed to the improvement of the students’ self-feedback ability in the writing process.In particular,when comparing and analyzing the students’ writing texts,it is found that the error rate of students in lexical syntax,grammar,writing standard and context cohesion is significantly reduced.The results of questionnaire and interview also further confirm that portfolio assessment plays a positive role in reducing students’ writing mistakes.(3)Portfolio assessment contributes to the improvement of rural junior middle school students’ English writing ability.Independent sample t test was carried out on the composition scores of the two classes after the experiment,and the Sig.(double-tailed)values were both =0.003(<0.05),there is a significant difference.The mean scores of the experimental class and the control class were 10.46 and 8.72 respectively,which increased by 2.1 and 0.4 respectively compared with the previous test,indicating that the improvement of the writing ability of the experimental class was more obvious than that of the control class.Finally,the author reflects and summarizes the shortcomings of this study,and puts forward some suggestions for the relevant research,aiming to provide reference for the writing teaching of rural junior middle schools.