An Action Research On Cooperative Learning In English Writing Teaching In Junior High School

English writing is an integral part in the process of English teaching.In the meantime,it also occupies a higher proportion in all kinds of English examinations at all levels in China.However,writing has remained a weak sector of English teaching in middle school.Many middle school students demonstrated none or few interests in English writing,so they held a negative or passive attitude towards the writing tasks assigned by their English teachers.To change students’ passive way of learning in class and improve the effect of English classroom teaching,this thesis took the frequently-used writing methods in English teaching under the guidance of the theory of cooperative learning to explore the positive effects of cooperative learning on English writing,aiming at solving the following questions:（1）What effects does the cooperative learning have on students’ attitudes towards English writing?（2）In what aspects does the cooperative learning impact on students’ English writing texts in junior high school?In order to solve the above two problems,this thesis took 56 students from Class 3,Grade 9 of a junior high school in Guizhou province as the research participants.Three rounds of action research were carried out for four months through the research model of “design,implementation,reflection,adjustment,and re-implementation”.In writing class,this thesis implemented the writing teaching according to the cooperative learning writing teaching process,which guided the students to write in the order of “setting up the situation,introducing the topic—brainstorming,constructing the structure—cooperating learning,helping each other—concluding and summarizing,independently exploring—evaluating the effect,giving multiple feedback”.Meanwhile,this thesis adopted some research instruments,such as questionnaires,interviews and tests.Questionnaires and interviews were employed to investigate and know about the students’ attitude changes towards writing and their feelings towards cooperative learning.Through the pre-test and post-test,this thesis analyzed the changes of students’ writing texts.Finally,this thesis made a scientific and systematic analysis of the relevant data by using SPSS.19 software.The main results are as follows:（1）The application of cooperative learning in English writing teaching can reduce students’ anxiety about writing,change their negative attitude towards English writing and stimulate students’ interest.（2）Reasonable cooperative learning in junior high school English writing teaching can improve the quality of their writing texts.During the process of writing,they pay more attention to the coherence,logic and structure of their writing.At the same time,the format of their writing has become more normative,the main points of their writing have been more comprehensive,the frequency of using connectives has increased,and vocabulary and grammatical errors have been reduced.Finally,this thesis reflected on the implementation of cooperative learning in junior high school English and proposed establishing reasonable cooperative learning groups,making an effective supervision mechanism for group activities and so on,so as to improve the teaching effects in class.