An Action Research On The Application Of The "Assessment For Writing" Teaching Model To English Writing Teaching In Senior High School Based On The Teaching-Learning-Assessment Integration

Writing is an important element of English teaching in senior high school,and writing ability is one of the components of students’ core literacy in English.However,there are still problems with the current situation of English writing teaching in senior high school.Students lack a solid language foundation.They often make grammatical mistakes in their compositions,have a single sentence pattern,and pay less attention to the English writing in their minds.Students’ understanding of English writing is still stuck in coping with exams,and their attitudes are not positive enough.This research is based on the teaching-learning-assessment integration and combines with the current situation of senior high school students’ English writing,aiming to address the following questions through action research:1.What is the effect of the “Assessment for Writing” teaching model on reducing senior high school students’ grammatical errors in English writing?2.What is the effect of the “Assessment for Writing” teaching model on improving the diversity of sentence patterns in senior high school students’ English writing?3.What is the effect of the “Assessment for Writing” teaching model on improving senior high school students’ attitudes toward English writing?To address the above questions,the researcher selected a grade one class in a senior high school in Lingyuan as the research objects and conducted two rounds of action research over a three-month period.In each round of action research,the model of identifying problems,making the action plan,implementing the action plan,reflecting on them,and evaluating them is adopted.The instruments used in the research are questionnaires,interviews,and tests.Then the researcher analyzed the data through the software SPSS 21.0.The results show that the “Assessment for Writing” teaching model based on the teaching-learning-assessment integration has a positive effect on reducing students’ grammatical errors,improving the diversity of sentence patterns,and improving senior high school students’ attitude toward English writing.Students are given more opportunities to build their personal language knowledge.