An Action Research On Reading-to-Write Teaching Model Based On Thematic Meaning Inquiry In English Writing Teaching In Senior High School

As one of the most important expressive skills,English writing has always been a crucial part in both English learning and teaching since it can reflect students comprehensive ability in using the English language.However,many students have difficulties in writing,and their ability and self-efficacy in English writing need to be improved.And it has become urgent to tackle the problem in current English teaching.Reading-to-write is an effective teaching model which aims to promote students’ writing performance through integration of reading and writing teaching.Since Widdowson proposed the idea of reading-to-write in 1978,reading-to-write teaching model was further illustrated and explored by many researchers and experts at foreign countries and domestic.Besides,thematic meaning inquiry has been proposed frequently in China to improve English teaching in recent years.The National English Curriculum Standards for General High School(2017)advocated the English teaching should be oriented to thematic meaning inquiry.And many teachers set to apply it to their teaching designs.What’s more,some researchers have stated the necessity of integrating reading-to-write teaching model with thematic meaning inquiry to solve practical problems in students’ writing.Therefore,based on the comprehensive literature review of reading-to-write teaching model and thematic meaning inquiry,this study attempts to adopt reading-to-write teaching model based on thematic meaning inquiry in a senior high school in Shenyang to find out answers of two questions:(1)What are the effects of reading-to-write teaching model based on thematic meaning inquiry on students’ writing ability?(2)What are the effects of reading-to-write teaching model based on thematic meaning inquiry on students’ writing self-efficacy?In this study,the method of action research was adopted to conduct the whole research.36 students in a class of Grade Two in a senior high school in Shenyang were selected as research subjects to carry out two rounds action research.Questionnaires,tests and interviews were utilized to collect results.SPSS 27.0 was used for data analysis.The results indicate that:(1)Reading-to-write teaching model based on thematic meaning inquiry has a positive effect on improving students’ writing ability in terms of content,language and structure,(2)Reading-to-write teaching model based on thematic meaning inquiry can promote students’ writing self-efficacy,which includes self-efficacy in writing tasks and writing skills.According to the research results,the author puts forward some suggestions to provide some references for practical English writing teaching in the future and subsequent related research.