Action Research In English Second Language Writing

Since 1980s, researches on ESL writing have grown into the major concern in second language acquisition. To sum up, the researches focus mainly on the following: 1) the native language thinking in ESL writing; 2) the features of discourse and language of ESL composition; 3) factors that affect ESL writing ability; 4) the teaching and testing of ESL writing.From the present state of ESL writing, we know most researchers concentrate on the final product of writing, that is, most researches focus on the features of discourse and language of the version itself. While researches on the process of writing are relatively few. Therefore, it is pressing to introduce new research approaches to maximize the function of writing, motivate the writing course and further the previous studies.Reading through the development of action research, we know that action research has been done early abroad. And it covers many fields, from teaching, research to social life. But in China researchers have just commenced to do action research these years. Extensively and intensively, there is still a large distance between our researches and those of the foreigners.Action research is one of the effective means to resolve the divorce of teaching and research. Aiming at teachers' participation, it encourages teachers to be researchers, to reflect their teaching, to find problems of their teaching. Then, systematic and reflective studies of the problems can be made to improve their teaching and better the function of teaching. Action research is not only an effective way in teaching research, but also a short-cut to for teachers to perfect themselves.There are two models of action research, proactive and responsive action research. In proactive action research, action precedes data collection and analysis. The educator acts and then studies effects of the actions. While in responsive action research, data are collected and analyzed before action is taken. The educator diagnoses the present situation, makes a plan before acting.We base this study on the theory and approaches of action research, and combine the two major models of action research into a comprehensive one. That is, we collect data and diagnose the problems in writing teaching before taking Countermeasures. After the implementation of the Countermeasures, data were recollected and reanalyzed. The Countermeasures, however, are continuously modified to make improvement. As a result, this action research becomes a better cycle. In this study, we attempt to address the following problems in ESL writing by means of comprehensive action research:1) Do students learn to write passively in ESL writing?2) Is it beneficial to both teachers' and students' interaction to do comprehensive action research in the writing process? If yes, then3) What are the benefits?The approach and procedure of this research are as follows: First, select subjects, code and implement questionnaire one and questionnaire two. The subjects are students of Grade 2003 in our college. Students whose school number ends with "0" and "5" are regularly chosen to take questionnaire one. The purpose of questionnaire one is to provide the researcher with an overall impression about the students' learning and the present ESL writing. Another 50 students who participate in the comprehensive action research are randomly selected to take questionnaire two before and after the research. Second, select interviewees and have the interview. 6 teachers of different ages are required to take the interview. Third, collect and analyze the data of questionnaire one and the interview. Fourth, make Countermeasures to the problems in ESL writing. The Countermeasures are: 1) strengthening students' use of writing strategies; 2) strengthening students' awareness of English discourse; 3) writing for the real audience; 4) improving the correction of compositions. Fifth, implement the Countermeasures and validate the effects of the comprehensive action research. The specific approaches are: 1) strengthening students' writing strategies in the writing process; 2) integrating reading with writing; 3) implementing letter exchange project; 4) implementing peer group revision. The data of questionnaire two before and after the research are to be analyzed and compared in order to verify the effect of the research and find problems for further researches.After the implementation of the Countermeasures, the researcher and the collaborators have made access to many writing strategies and have bettered their teaching. The students have developed a positive attitude toward ESL writing. Their receptive status in writing class has been changed. Their anxiety in starting to write has been greatly relieved. Improvement in their writing has been achieved.