A Study On The Impact Of Collaborative Thinking On High School Students' English Post-reading Writing Abilit

As a key link in the chain of the writing process,planning functions as the preparatory reflection on what and how to write.Depending on the participatory structure,prewriting planning activities can be divided into collaborative planning and individual planning.Previous studies have shown that collaborative planning has a certain impact on writing performance in terms of accuracy,complexity,fluency and overall quality by contrast with individual planning.As task type is a factor that affects writing performance,previous research results from general writing task may be different from those in continuation tasks.Under the background of the new college entrance examination,exploring the relationship between the collaborative planning and the continuation task will help to address the defects in the continuation writing of senior high school students.Based on the Sociocultural Theory and Interaction Alignment Model,this study aims to explore the impact of collaborative planning on writing accuracy,complexity,fluency and overall quality of senior high school students.This study selected two intact classes of students from a middle school in Shandong Province to carry out a 14-week experiment.During the prewriting planning session,students in the experimental class cooperated to negotiate and predict the subsequent story plot in groups,while the students in the control class worked independently.Then both of the two classes needed to finish the writing alone.Data were collected through prewriting test,post-writing test and interviews,and SPSS26.0 statistical software was used for data analysis.The results show that:(1)Collaborative planning activities made students write more accurately.(2)Collaborative planning has a positive impact on students’ writing vocabulary,promoting students to produce more diverse vocabulary.But students didn’t show better performance in syntax complexity.(3)Collaborative planning has a significant impact on students’ writing fluency.After the experiment,students could produce longer compositions,more T-units and richer content.(4)Collaborative planning has significantly improved the overall score of students’ continuation writing.On the basis of these findings,the study could suggest that senior high school teachers should take structured collaborative planning as one of the daily teaching methods,and make full use of its advantages of resource integration and its opportunities for peer interaction to help students improve their writing competence.