| The English Curriculum Standards for Senior High Schools(2017 Edition,2020Revision)emphasizes that teachers should encourage students to actively carry out self-assessment and peer assessment activities in the actual assessment so that students can serve as the subject and active participant of assessment activities instead of the recipient of assessment,timely and effectively regulate their own learning process and gain a sense of accomplishment and confidence from it.However,in the traditional teaching,teachers are still the subject of assessment,and students’ awareness of assessment is not strong.Therefore,many researchers apply self-assessment to writing teaching to explore the impact of self-assessment on writing teaching,but most studies take college students or second language learners as research objects,and few take high school students as research objects.Therefore,this study aims to explore three questions by applying self-assessment to English writing teaching of Grade One in senior high school:(1)What is the attitude of the students in Grade One of senior high school towards self-assessment?(2)What influence does self-assessment have on the English writing competence of the students in Grade One of senior high school?(3)What influence does self-assessment have on the self-regulated learning ability of the students in Grade One of senior high school?The main research methods in this study are questionnaire survey,interview and action research.In this study,two rounds of action research were conducted in a class of Grade One in a senior high school in Z City,F Province.In action research,self-assessment is applied to English writing teaching,and student self-assessment form,student log and teacher log are collected as the basis for qualitative research.In addition,the results of questionnaires and student writing tests were collected as the basis for quantitative research.After a semester of action research,the following conclusions are drawn:(1)The students in Grade One of senior high school have a positive attitude towards self-assessment.The interview found that most students didn’t understand the connotation of self-assessment.When students understood what writing self-assessment was,they were willing to continue to use self-assessment in their future writing.In addition,most students liked self-assessment and they believed that self-assessment had many advantages.In a word,students hold a positive attitude towards self-assessment.(2)Self-assessment can improve the writing competence of the students in Grade One of senior high school.Through the analysis of the data collected from the self-assessment forms and pre-test and post-test writing scores,it is found that after the two rounds of action research,all dimensions of the writing competence of the students have been improved to varying degrees,and the writing scores of the students have also increased,which indicate that the application of self-assessment in English writing teaching of Grade One in senior high school can improve the writing competence of the students.(3)Self-assessment can improve the self-regulated learning ability of the students in Grade One of senior high school.Through the analysis of the pre-test and post-test data collected from the questionnaire of the self-regulated learning ability of the students,it is found that students’ learning motivation,learning methods,behavior performance and social-environmental resources have been improved to some extent,especially in the aspects of learning motivation and behavior performance.Interviews with students also revealed changes in students’ learning motivation and behavior performance.Both the questionnaire and the interview show that the application of self-assessment in English writing teaching of Grade One in senior high school can improve the self-regulated learning ability of the students. |
