An Empirical Research On Deeper Learning-based English Writing Teaching Mode In Senior High School

Writing is a vital language skill for output,as well as a key indicator of students’ ability to use the language effectively and fluently.Moreover,language learning is intimately connected to writing which can help students internalise language ability and be more of a means of cultural output and cross-cultural interaction.Nevertheless,the teaching of English writing has been given less emphasis than that of English reading in high schools for a long time.On the one hand,students take little interest in English writing as they state that writing is tormenting and cannot locate an appropriate writing approach.English writing teaching approaches,on the other hand,are relatively ineffective,and teachers and students pay insufficient attention to writing assignments.The senior high school lacks a perfect and effective writing teaching mode for front-line teachers.Therefore,this study intends to construct a teaching mode that can help change students’ negative writing attitudes and improve their writing ability in senior high school from the perspective of deeper learning theory.This study draws on the excellent findings of experts and scholars and adopts Deeper Learning Theory,Output-driven and Input-enabled Hypothesis and Schema Theory as the theoretical basis.Students in two classes at comparable levels taught by the same teacher in a high school in Shandong province were selected as the study subjects,and an eightweek teaching experiment was conducted utilizing an empirical study.The study attempts to construct the Deeper Learning-Based Mode with the goal of answering two research questions: 1)Can the implementation of DLM(Deeper Learning-Based Mode)in English writing have a positive impact on students’ writing attitudes? If so,what are its effects of it?(Affective,cognitive and behavioural intentions).2)Can the implementation of DLM(Deeper Learning-Based Mode)in English writing improve students’ writing ability? If so,what are its effects of it?(writing score,sentence coherence,grammatical application,completeness of composition and writing standards).In the experiment,the teacher applied the Deeper Learning-based Mode to the teaching of English writing in the experimental class.Simultaneously,the data was collected through writing tests,questionnaires,and interviews and analyzed using SPSS23.0.The study results show that: 1)Applying Deeper Learning-Based Mode to teaching English writing can positively affect students’ attitudes towards writing,and the results were significant.Students’ affective,cognitive attitude toward English writing changed significantly;2)Applying Deeper Learning-Based Mode to English writing teaching can significantly improve high school students’ English writing ability.Students’ writing scores improved significantly,and students performed better in sentence coherence and composition’ completeness.In a nutshell,the effectiveness and operability of DLM in high school English writing teaching have been proved.In practice,teachers should pay more attention to the development of students’ cognitive process and comprehensive ability in the learning process and attach importance to the play of teachers’ roles.Nevertheless,this study also has limitations,such as the length of the study is not enough,and it is relatively tough to adapt and integrate the learning content.Considering the potential advantages of deeper learning,this will also be the impetus for future research in this field.