An Application Of Interactive Method To Teaching English Writing In Senior High School

English writing is a difficult part in English teaching.Most students are afraid of writing a composition and are tired of finishing the writing tasks passively under the full guidance of teachers.To stimulate students’ creative desire to write,we should change the traditional teaching method.However,the interactive teaching method uses rich and flexible interactive activities,which can help students complete writing tasks actively through interaction.The research on the application of interactive teaching method in writing at home and at abroad is mostly focused on the writing achievements,and the research on the self-efficacy of writing is relatively rare.Therefore,this research aims to explore the effect of interactive teaching methods,which based on Interactive Hypothesis and Self-efficacy Theory,on achievements and self-efficacy of high school students to English writing.The participants of this research were 90 students from Class 4 and Class 6,Senior 2 in Lanzhou Kevin Middle School.The author chose Class 4 as the experimental class,while Class 6 as the control class.The experiment lasted three months.Before the experiment,the students in the two classes completed the composition of the pre-test paper,and the students in the experimental class completed the the questionnaire of students’ English writing self-efficacy.During the experiment,the experimental class adopted the interactive teaching method,while the control class adopted the product approach.Two classes completed six essays under different teaching methods.After the experiment,two class completed the composition of the post-test paper,the experiment class completed questionnaire again.The author conducted the independent sample T-test on writing compositions in two classes and the results of the questionnaires in EC,and conducted the paired sample T-test on writing compositions of two classes in pre-test and post-test.The research results show that,firstly,the interactive teaching method has a positive effect on the English writing achievements of high school students,which mainly shows the following four aspects:language,content,organization and mechanics of the composition.After the experiment,the composition achievements in the experimental class and the control class all make an improvement in all aspects of the composition,but the experimental class improvement is more significant.As far as the experimental class is concerned,the achievements improvement in language is the most significant,while the mechanics is the least significant.Secondly,the interactive teaching method also has a positive effect on the writing self-efficacy of high school students,which is mainly reflected in the following three aspects: For ideation,students choose vocabulary accurately to state their opinions and put forward more opinions on writing topics;For conventions,students spell words quickly and accurately and use grammar and punctuation correctly;For self-regulation,students focus their mind on writing and complete writing tasks quickly.Among them,the improvement in writing conventions is the highest,and the improvement in writing self-regulation is the lowest.In addition,the author also stated the implications,limitations and suggestions for future study of interactive teaching method in English writing in senior high school.