A Study On The Application Of Narrow Reading To EFL English Writing Teaching In Senior High School

English writing is an important embodiment of students’ English proficiency,but how to write a reasonable and logical composition is a big problem faced by high school students.In order to enable students to better output,students should have enough language input.Therefore,this study combined narrow reading with writing to explore the effects of narrow reading teaching on English writing.The theories of this study were Krashen’s input hypothesis,Swain’s output hypothesis,schema theory and Bandura’s self-efficacy.The research questions in this study are: what are the effects of narrow reading on senior high school students’ English writing achievements? Which dimensions are influenced most?(Content,organization,vocabulary,language use or mechanics?)and what are the effects of narrow reading on senior high school students’ English writing self-efficacy?In order to resolve these two questions,this study adopted the methods of testing,a questionnaire and an interview.Qualitative and quantitative methods were used to analyze the data.In this study,the participants were 92 students from two classes of Grade Two.Class One was randomly selected as the experimental class and Class Three as the control class.The experiment was carried out for a total of nine weeks.In the first week,students in two classes took a writing pre-test,and students in Class One completed a writing selfefficacy questionnaire.In the experiment,the writing teaching based on narrow reading was adopted in Class One,while the process approach was adopted in Class Three.In the eighth week,the students of the two classes were given a post-test.Meanwhile,the students of Class One finished the writing self-efficacy questionnaire again,and then six students in Class One were selected for interviews.A tape recorder recorded the interviews.After the experiment,the collected data were used to conduct independent sample t-tests and paired sample t-tests with SPSS 27.0.The experimental results showed that: first,narrow reading teaching can effectively promote high school students’ English writing achievements.More specifically,it can promote writing achievement in the content,organization,vocabulary,language use and mechanics.At the same time,the control class also made obvious progress in the writing mechanics.Secondly,the analysis of the writing self-efficacy questionnaire data found that the students’ writing self-efficacy in the experimental class improved after the experiment.Regarding the writing task self-efficacy,the students believed they could complete the writing tasks and different types of writing assigned by the teacher.As for writing skill self-efficacy,students could revise their compositions after completing the writing task.Finally,the interview results showed that six students held a positive attitude towards the narrow reading teaching method and thought it was helpful to their writing,especially in content,vocabulary and organization.They became more confident in English writing and preferred to learn English.In addition,based on the research results,the author also put forward several suggestions on the application of narrow reading teaching in high school English writing.In addition,the deficiencies of this study were also illustrated.