Effects Of Reading-to-Write Mode Based On Group-Text Reading On Senior High School Students’ English Writing Performance

English writing is one of the most essential skills in second language learning.It not only reflects students’ comprehensive language ability to some extent,but also is one of the effective ways to practice their thinking ability.However,there are still some problems in English writing teaching nowadays.First,teachers separate English reading and writing in one class instead of combining English reading and writing together.Second,the limited reading materials in the textbook cannot ensure students’sufficient knowledge input.In view of facts mentioned above,this study combines group-text English reading and writing together,and applies the reading-to-write mode based on group-text reading in senior high school English writing course.It is expected that students can gain more language inputs and integrate reading and writing,thereby improving their English writing performance.Based on input hypothesis,output hypothesis and schema theory,the study mainly attempts to deal with the following research questions:(1)What effects does reading-to-write mode based on group-text reading have on the accuracy of senior high school students’ English writing performance?(2)What effects does reading-to-write mode based on group-text reading have on the fluency of senior high school students’ English writing performance?(3)What effects does reading-to-write mode based on group-text reading have on the complexity of senior high school students’ English writing performance?The study adopted quantitative and qualitative research methods.As for the quantitative research,a ten weeks’ teaching experiment was conducted in a senior high school.A total of 103 senior one high school students participated in the study,including 52 students in the control class and 51 students in the experimental class.A pre-test was held before the teaching experiment to ensure there was no obvious difference in language proficiency between the two classes.During the experiment,the experimental class adopted the reading-to-write mode based on group-text reading,while the control class used the traditional English writing teaching mode.After the teaching experiment,a post-test was carried out between the two classes.With the assistance of SPSS 26.0,the Paired Samples T-test and Independent Samples T-test were performed to analyze the data.With regard to the qualitative research,a semistructured interview was carried out among 6 interviewees to know about senior one high school students’ attitudes towards the reading-to-write mode based on group-text reading.Through the analysis of quantitative and qualitative researches,the findings are listed as follows.Firstly,the application of reading-to-write mode based on group-text reading did not have much effect on improving students’ English writing accuracy.This finding could be attributed to the following two reasons.First of all,reading-to-write mode based on group-text reading paid more attention to the analysis of organization and structure of texts,rather than emphasizing the accuracy of words,sentence and grammar.The other reason might be that reading-to-write mode based on group-text reading provided students with abundant language inputs,however,it might be difficult for some students to apply knowledge forms in group-text reading to their individual writings correctly due to their limited English proficiency.Secondly,reading-to-write mode based on group-text reading had a positive effect on improving the fluency of senior one high school students’ writing performance.It could be attributed to the following factors.First of all,reading-to-write mode based on group-text reading could help the students learn to use the language on the textual level.With rich contextual information,students could improve their efficiency of second language learning,and ensure their fluent usage of second language.In addition,the reading-to-write mode based on group-text reading provided language output tasks for students,which was beneficial for students to store linguistic information in long-term memory so as to extract language knowledge rapidly and output fluently.What’s more,students were asked to draw the mind maps of multiple texts during group-text reading.Consequently,students would be able to organize writing structure reasonably and express their opinions more clearly.Thirdly,the complexity of senior one high school students’ English writing performance was improved to some extent with the application of reading-to-write mode based on group-text reading.This finding was attributed to three factors.One was that students could imitate and apply complex syntactic structures that they had learned in group-text reading to their individual writing.The other was that students outputted some language forms which were slightly above their current level after the internalization of language knowledge in group-text reading.Besides,the reading-towrite mode based on group-text reading inspired students to aim high in their individual writings,focus on the richness of content and the diversity of syntactic structures in their compositions.Taking these findings into consideration,some pedagogical implications are mentioned in this paper.First of all,it is suggested that senior high school teachers actively apply reading-to-write mode based on group-text reading in their practical teaching to improve students’ English writing performance.What is more,teachers ought to strengthen students’ awareness of combining group-text reading and English writing.In addition,teachers are required to select suitable and comprehensive grouptext reading materials and design student-centered learning activities,in order to improve students’ writing performance.