A Study On English Writing Teaching In Senior High School From The Perspective Of Activity Theory

English writing plays an extremely important role in high school English learning.It is also an important embodiment of students’ comprehensive English competence.Yet the current English writing teaching are fruitless.On the one hand,students lack interest in English writing.On the other hand,teachers have little sense of achievement in writing teaching.Therefore,this thesis attempts to study English writing teaching from the perspective of Activity Theory,aiming to develop students’ writing interest,enrich their writing strategies,and improve their writing performance.This study is supposed to provide more ideas and guidance for high school teachers’ English writing teaching.Activity Theory is based on Constructivist Learning Theory and Social Culture Theory.It emphasizes the important role of activities in learning,and advocates student-centered learning mode,through which students understand and actively construct knowledge through various teaching media.Meanwhile,Activity Theory emphasizes the role of learning community and the interaction between teachers and students as well as the peer students.Students can achieve their learning goals through labor division under the guidance of certain teaching rules.The study attempts to answer the following three questions:(1)What is the influence of Activity Theory-based English writing teaching on students’ writing interest?(2)What is the influence of Activity Theory-based English writing teaching on students’ writing performance?(3)What is the influence of Activity Theory-based English writing teaching on students’ writing strategies?The subject of this study are 100 students in Grade two from a high school in Zhuozhou,Baoding,Hebei Province,with 50 students in each class.The experimental period is 16 weeks,during which the two classes use the same teaching content.The experiment class adopts the English writing teaching method based on Activity Theory,while the control class adopts the traditional English writing teaching method.Data are collected through questionnaire,pre-test,post-test and student interview,which are analyzed by SPSS26.0.The results show that the Activity Theory-based English writing teaching method has a significant influence on students’ English writing ability.First,the students in the experiment class were more interested in English writing than before.Most students showed a more positive attitude towards English writing and group cooperation.Second,students’ English writing scores in the experiment class greatly improved,with an average increase of 1.84 scores compared with the Pre-test.Third,students in the experiment class greatly enriched their writing strategies and learned to adopt various assessment methods to improve their English writing.Therefore,this study suggests that teachers adopt the Activity Theory-based English writing teaching method in high school.The new teaching model emphasizes student-centered learning,various writing activities,the role of learning community,and the supportive role of teachers.This study achieves the expected goal in general and lays a practical foundation for the application of Activity Theory in high school English writing teaching.