An Empirical Study On High School English Writing Teaching Based On The Production-oriented Approach

Writing proficiency is an essential component of language output and serves as indicator of students’ overall language proficiency during the English learning process.The author discovered that,during her internship in high school,English teachers tend to focus more on input and undervalue output in their actual English writing.Students’ English writing is not of a high standard,and their writing skills need to be developed.Some students showed little interest in writing in English,lack motivation and confidence,and have low self-efficacy in writing.The production-oriented approach is a native language teaching theory put forth by Professor Wen Qiufang and her colleagues in 2018.In order to undertake teaching empirical research,this study applies the production-oriented approach to the actual high school English writing teaching classroom in light of the practical issues that already exist in English writing class.It seeks to support students in strengthening their English writing skills and self-efficacy.In this study,based on the notion of production-oriented approach,empirical research is adopted to investigate the following two questions:(1)Can production-oriented approach improve the quality of students’ English writing? If there exists any improvement,which aspects(language,content,structure)are reflected?(2)Can production-oriented approach enhance students’ self-efficacy in English writing?With tests,questionnaires,and interviews,this study conducts teaching experiments adopted empirical research methodologies.The experiment examines the aspects of content,language,and structure in English writing skill.In order to monitor changes in students’ writing abilities before and after the experiment,the experimental test is divided into pre-test and post-test.In order to determine the changes in students’ self-efficacy in their ability to write in English before and after taking part in the production-oriented approach English writing experiment,a questionnaire survey was done before and after the experimental test.In order to determine whether the production-oriented approach of teaching English writing is successful in enhancing students’ English writing abilities,the author conducted interviews and conversations with the students in the experimental class both before and after the experiment,and comprehend the deficiencies of the present production-oriented approach.The research results indicate that: first,the production-oriented approach can effectively improve students’ overall English writing performance.Students’ average writing score in the experimental class has increased by 3.4 points.The production-oriented approach improves the accuracy of students’ writing language,with the most significant improvement in the score of content items,from 5.067 points to 7 points,while there is no discernible improvement in structure.Second,the production-oriented approach can raise high school students’ self-efficacy in English writing.Third,middle and low level students are more affected than high level students in terms of self-efficacy.The production-oriented approach has been successful in English writing at senior high school.This study has revealed the following three implications: In the motivating process,teachers should first create rich scenarios that include video and audio,among other things.Second,in the assessment phase,teachers and students collaborate to develop and put into practice writing evaluation standards.Third,in order to increase students’ sense of self-efficacy in English writing,teachers should gradually develop their students’ capacity for independent learning and English writing.