An Action Research On The Application Of Dynamic Assessment To English Writing Feedback In Senior High School

The ability to write in English is one that all high school students must acquire.However,in actual learning,writing is often ignored by teachers and students,and writing class is not separately included in the curriculum.Students tend to complete writing tasks after class.Influenced by the traditional teaching concepts,summative tests have dominated the teaching of English writing in senior high schools,which are mainly teachers’ written feedback and students’ self-examination.The method is single,which keeps an eye on the writing results and ignores the writing process,thus failing to achieve better teaching results.After students receiving teachers’ feedback,they simply take a look at the scores and do not seriously revise their compositions.This traditional static assessment does not help students to recognize their problems.Therefore,it is not conducive to improving students’ interest and confidence in English writing in the long run.While dynamic assessment can change the traditional resultsoriented static assessment into process-oriented,at the same time,it can stimulate students’ potential.With appropriate interventions by teachers and peers,students are stimulated to cross the Zone of Proximal Development.This can not only effectively improve students’ writing skills but also enhances students’ interest and confidence in English writing.This study applies dynamic assessment to feedback on English writing in senior high school and tries to explore a dynamic assessment model of English writing feedback in three rounds of action research to improve students’ writing skills effectively.Questionnaires,interviews,and tests are mainly used to collect relevant data in an attempt to address the following two questions:1.Can the application of dynamic assessment in English writing feedback arouse students’ learning interest and boost their confidence?2.How does the application of dynamic assessment in English writing feedback affect senior high school students’ English writing ability? What are the specific dimensions?In this study,a total of 50 students in a class of senior two in a middle school in Fuyang are selected as the subjects.The study lasts 12 weeks,including three rounds of action research.Before the first round of action research,students will complete questionnaire I,which is used to examine students’ attitudes toward English writing,their evaluation of their writing level,and their attitudes toward writing feedback.During this period,the researcher will also conduct a pretest,which mainly examines students’ writing level before the action research so as to facilitate comparison with the following test results.In the second round,the researcher will conduct mid-term interviews,mainly to understand students’ difficulties in English writing and problems found in the first round of action research,so that the researcher can adjust the plan of the third round of action research.After the third round,students will complete questionnaire II,a test,and an interview to get a general idea about the students’ attitude to writing and their acceptance of the new feedback model.At the end of each round of action research,the researcher will conduct a test and collect the data.According to the results of two questionnaires,interviews,and four tests,the researcher makes a comparative analysis and draws a conclusion.Through the analysis and research of the collected quantitative and qualitative data,the results show that: firstly,applying dynamic assessment to English writing feedback can significantly improve students’ English writing level,which is embodied in the three dimensions of the composition— content,structure,and language;Secondly,the application of dynamic assessment in the feedback of writing in senior two has a positive impact on students’ writing attitude and has significantly advanced students’ writing interest and self-confidence.This paper confirms the effectiveness of applying dynamic assessment to English writing feedback,which has implications for English writing feedback in senior high schools.