An Experimental Study On The Effects Of Group Collaborative Writing On Senior High School Students’ English Writing Self-efficacy And Writing Performance

Writing,as one of the communicative skills,is an important part of English teaching.However,students generally have the problems that they are unwilling and unable to write in English writing.Group collaborative writing is an effective teaching model,which aims to achieve the group’s writing task,evaluates the results of collaborative writing,and finally improves writing self-efficacy and writing performance.Therefore,this study aims to construct the implementation model of group collaborative writing and apply it to English writing teaching in senior high school,so as to improve English writing self-efficacy and English writing performance of high school students.Based on cooperative learning theory,process writing teaching theory and social cognitive theory,this study applies group collaborative writing to English writing teaching in senior high school to explore whether it has effects on English writing self-efficacy and writing performance and what the effects are.In this study,the researcher adopted the experimental research method,took English writing self-efficacy questionnaires and the writing tests as research tools,and chose students from two parallel classes of senior high school in Guangzhou as the research subjects.The experimental class adopted group collaborative writing teaching model while the control class adopted process writing teaching model,and a 12-week teaching experiment was conducted,so as to explore and answer the three research questions of this study:(1)Does group collaborative writing have effects on English writing self-efficacy of senior high school students? If yes,in what aspects?(2)Does group collaborative writing have effects on English writing performance of senior high school students? If yes,in what aspects?(3)What’s the relationship between English writing self-efficacy and writing performance of senior high school students? After the experiment,the researcher made a comparison and relationship analysis on the questionnaire data and writing scores before and after the experiment,and made some results.On the one hand,compared with the control class,the students’ English writing self-efficacy and writing performance were significantly improved after the experimental class adopted the group collaborative writing teaching model.On the other hand,the higher students’ English writing self-efficacy is,the higher their writing performance is.The conclusions are as follows accordingly.Firstly,group collaborative writing has positive effects on English writing self-efficacy of senior high school students in the aspects of writing skill self-efficacy and writing task self-efficacy.Secondly,group collaborative writing has positive effects on English writing performance of senior high school students,mainly in the five aspects of idea and content,organization and structure,vocabulary and sentence,grammatical structure as well as conventional usage.Thirdly,there exists a positive relationship between English writing self-efficacy and writing performance of senior high school students.Above all,the researcher summarizes some pedagogical implications based on the research results.Firstly,teachers should give play to students’ dominant position in group collaborative writing and ensure that each student undertakes corresponding responsibilities and roles in the groups.Secondly,teachers should pay attention to improve students’ writing self-efficacy and enhance their writing confidence.Thirdly,teachers should attach great importance to students’ writing process and improve their writing performance.Fourthly,teachers should improve students’ collaborative consciousness and cultivate talents needed for socialization.