An Experimental Study Of The ESA Teaching Model In The Teaching Of English Writing In Senior High School

The teaching of English writing in senior high school is vital to English learning.It can help students mater various writing skills,promote their writing ability and also improve their core competencies.However,there are still some problems with teachers and students in terms of the teaching of English writing,calling for a new teaching method to change the status quo.As such,this research aims to apply ESA teaching method into the teaching of English writing in senior high school,and to explore its effect on the writing ability and self-efficacy of senior students,hoping to provide a new teaching case for English writing to benefit the teaching result.Based on the Constructivism Theory,Input Hypothesis,Output Hypothesis,and the Schema Theory,this thesis applies the ESA teaching model into into the teaching of English writing,carrying out a ten-week experiment on writing teaching in 11 th graders of a middle school in Chongqing.In this thesis,there are four main research methods employed,including educational experiment method,testing method,questionnaire and interview.The research participants in this experiment belong to two groups,including54 students with ESA teaching model in experimental group and 53 students with conventional teaching model in control group.This research mainly explores the following two questions.First,what effect does the ESA teaching model have on the writing ability of learners in senior high school? This question includes the effect on the overall writing ability and the effect on the three dimensions of writing ability(writing accuracy,writing fluency and writing complexity).Second,what effect does the ESA teaching model have on the writing self-efficacy of learners in senior high school? Two dimensions are contained including writing skill efficacy and writing task efficacy.The findings are as follows.First,the ESA teaching model has positive effect on the writing ability of learners in senior high school.On the one hand,by analyzing the data of English writing compositions collected,it is concluded that through the English writing teaching of ESA teaching model,the overall writing ability of experimental group in the post-test are significantly higher than those in the pre-test.However,the overall writing ability of control group are not improved significantly.One the other hand,the writing accuracy,writing fluency and writing complexity of experimental group in the post-test are all significantly higher than those in the pre-test,while the three dimensions of writing ability in control group are not significantly improved.Second,the ESA teaching model has positive effect on the writing self-efficacy of learners in senior high school.By analyzing the data of questionnaires as well as interviewing results collected,it is concluded that through the English writing teaching of ESA teaching model,the writing skill efficacy and writing task efficacy of experimental group in the post-test are both significantly higher than those in the pre-test.On the contrary,the two dimensions of writing self-efficacy of control group are not significantly improved.Based on the above findings,two teaching suggestions for English writing teaching in senior high school are put forward.For one thing,teachers can apply the ESA teaching model into class to effectively improve student’s writing accuracy,writing fluency and writing complexity,as well as the overall writing ability.For another thing,teachers can apply the ESA teaching model into class to effectively improve student’s writing skill efficacy and writing task efficacy.