Action Research On Cultivating Senior High School Students’ English Autonomous Learning Ability By Reading And Writing Portfolio

With the development of information globalization,English autonomous learning ability has attracted extensive attention in the academic circles,and there are many research results in influencing factors and theoretical elaboration.However,how to cultivate senior high school students’ English autonomous learning ability is still worthy of further discussion and research.In view of the phenomenon that students’ autonomous learning ability in senior high school English teaching has some room to achieve,and still needs to be cultivated and improved,The author investigated 52 students in Class 28,senior one of a key senior high school in S City by means of questionnaire.According to the action research steps of planning,implementation,observation and reflection,the author carried out a semester of exploration and tried to answer the following research questions:（1）What is the current situation of English autonomous learning ability of senior high school students before action research?That is,what is the performance of the whole,all dimensions and different gender levels?（2）What is the impact of reading and writing portfolio on senior high school students’ English autonomous learning ability? That is,what is the impact on the whole and each dimension?Based on the framework of autonomous learning theory and complex dynamic system theory,action research adopts the spiral mode of planning,implementation,observation,reflection,re-planning,re-implementation,re-observation and rereflection.The resesrch collects the data with the help of the triangular verification method of teachers,students and texts,which can dynamically present the effect of reading and writing portfolio on cultivating senior high school students’ English autonomous learning ability.The analysis of research data adopts a combination of quantitative and qualitative methods.The questionnaire data is analyzed by SPSS19 for descriptive analysis and inferential analysis,and the interview data and teaching log are analyzed by texting coding for inductive analysis of upper concepts.The following research conclusions are drawn:（1）The English autonomous learning ability of senior high school students is above the middle level.Although there are great differences among the subjects on the whole,there are little differences in English autonomous learning ability between different genders.（2）Reading and writing portfolio plays a positive role in cultivating senior high school students’ English autonomous learning ability.In the process of action research,senior high school students’ English autonomous learning ability shows an upward trend as a whole;In different dimensions,the changes are different.Among them,the dimensions of autonomous learning responsibility and reflection and evaluation are improved in the first stage of action research,while other dimensions such as implementation monitoring and learning behavior are significantly improved in the second stage after adjustment.The conclusion of this study can provide guidance for the cultivation of senior high school students’ English autonomous learning ability,such as the improvement of autonomous consciousness,the establishment of autonomous learning behavior and the continuation of reflection.At the same time,it provides a reference for the teaching practice of senior high school English teachers,such as teaching design,activity selection and evaluation methods,which helps to improve senior high school students’ English autonomous learning ability in an all-round way,promote the implementation of English subject core literacy,and realize the transformation from subject teaching to subject education.