An Experimental Study On The Multi-interactive Teaching Model In Junior High School English Writing

With the advance of interactive teaching model,the multi-interactive teaching model has attracted public attention.From the single teacher-student interaction to the multi-interactive model,experts and scholars have been exploring and evaluating its role in language learning.Based on constructivist theory and the researcher’s own experiences and reflections in teaching practice,this study intends to focus on how the multi-interactive teaching model can contribute to students’ understanding,mastery and application of English writing knowledge,and to what extent it can affect students’ writing achievement.In order to gain a comprehensive understanding of the application of the multi-interactive teaching model in junior high school English writing class and to explore the impact of different factors on junior high school students’ English writing,this thesis attempts to answer the following questions:Q1: What changes have taken place in students’ writing initiative and normalization after applying the multi-interactive teaching model?Q2: What changes have taken place in students’ writing achievement after applying the multi-interactive teaching model?Q3: What challenges have teachers encountered in writing class when applying the multi-interactive teaching model?In order to answer the above questions,this study 1)Collects 100 valid questionnaires to investigate the current situation of English writing among junior high school students in this school with the help of the Questionnaire on the Current Situation of Junior High School Students’ English Writing;2)Uses the writing scoring criteria for student-student interaction and teacher-student interaction to explore the extent to which multi-interactive teaching model can affect students’ English writing achievement,with the help of official scales such as Teacher-Student Mutual Assessment of English Writing Competence and Self/Mutual Assessment of Students’ English Competence;3)Uses the written expression part of “2021 Weifang Senior High School English Entrance Examination Test” and “2021 Binzhou Senior High School English Entrance Examination Test” as the pre-test and post-test of the paper’s experiment to show the changes of students’ achievement before and after the use of multi-interactive teaching model;4)Uses semi-structured interview to describe in detail the problems and challenges encountered by teachers in the application of diversified interactive teaching model.The research results show that,1)Through the collecting of questionnaires,it was found that students in the two parallel classes were not very initiative to write in English,but their initiative to write increased to different degrees after the adoption of the multi-interactive teaching model.and they have formed the habit of writing feedback journals.2)Through collecting valid papers and scoring of each item of the scale from the two classes,it is found that the average writing achievement of the post-test is higher than that of the pre-test,and that the multi-interactive teaching model was effective in raising writing achievement.3)The biggest challenge in writing class for teachers when applying the multi-interactive teaching model is the possibility of anticipation and the increased number of teaching sessions,as well as the demand to change the traditional feedback,which takes longer and slows down the overall teaching process.This study helps promote the further application of the multi-interactive teaching model in junior high school English writing class,and makes suggestions for multi-interactive teaching model on updating the teaching notion,reforming the teaching mode and innovating the teaching strategy,which provides inspiration for the theory and practice of multi-interactive teaching model in junior high school English teaching.