An Experimental Study On Cooperative English Post-reading Writing Among Senior High School Students In Private School

English continuation writing is a creative writing model that meets not only the requirements of English Subject Core Competencies,but is also able to combine input with output,and link reading and writing closely,which promotes learners’ attention to language forms and makes their language output accurate.It also promotes language application through language creation and imitation.However,as it stands now,the traditional design and model of teaching English writing in senior high school still fail to meet the needs of private high school students to improve their writing skills and develop their thinking abilities.Numerous studies have shown that Collaborative Continuation Task can effectively enhance learners’ learning output.Therefore,based on the input-output hypothesis theory,interactive coordination theory and social reliance theory,this study explores continuation writing in a collaborative model,promoting communication and mutual support among high school students at all levels in private schools,developing their learning initiative and motivation,and thus enhancing their writing skills and improving their overall English proficiency.In this regard,the current study addresses the following questions:(1)To what extent can the Collaborative Continuation Task improve the English continuation writing proficiency of senior high school students in private schools?(2)Compared with Individual Continuation Task,whether Collaborative Continuation Task can improve the English continuation writing proficiency of senior high school students in private schools more effectively?(3)What is the impact of the Collaborative Continuation Task on the attitude toward continuation writing among senior high school students in private schools?In this research,students in two parallel classes at a private high school(located in Chongqing)were chosen as the research participants.They were in Grade 3,Class 11 and Class 10.The teaching experiment was conducted for about fourteen weeks.Class11(51 students)was involved as the experimental class to teach continuation writing in the collaborative learning model,and class 10(40 students)was engaged as the control class to teach English continuation writing in the traditional individual learning model.Before and after the experiment,the author distributed the continuation writing questionnaires and conducted two writing tests in each class.After that,the author used SPSS software to compare and analyze the questionnaire data and the writing scores.According to statistical results,the following conclusions are finally drawn: Firstly,Collaborative Continuation Task improved senior students in private high schools in terms of writing content,structure and language,and it significantly improved the English continuation writing proficiency of senior high school students in private schools.Secondly,compared with the Individual Continuation Task,the Collaborative Continuation Task is more capable of effectively improving the English continuation writing proficiency of senior students in private high schools.Thirdly,the Collaborative Continuation Task had a positive impact on the attitude of senior high school students in English continuation.The present study will serve as a useful reference for high school English teaching in elementary education,especially in private schools,and the Collaborative Continuation Task is an effective teaching idea that is of great practical significance for the majority of in-service English teachers.