A Research Into The Application Of Interactive Approach To English Writing Teaching In Senior High School

Nowadays, English writing is playing a more and more important role in internationalcommunication and cooperation. And the New English Curriculum Standards puts forwardmore specific requirements. However, there still exits problems in traditional writingteaching: the teachers often focus on the product of students’ writing, instead of the writingprocess; the students always write compositions by transcription or imitation, which confinethe students’ creativity in writing. In order to improve the current teaching situations, thispaper aims at the application of interactive approach to English writing teaching in seniorhigh school.Interactive approach means that the students study and exchange ideas with each otherthrough teacher-student and student-student interaction in the whole student-centeredteaching process. It aims to develop students’ interactive competence, increase learninginterest and motivation as well as cultivate their positivity and creativity. The followings arethe research questions:First, will the interactive writing teaching improve the students’ English writingproficiency more effectively than the traditional teaching method?Second, will the interactive writing teaching increase the students’ interest andconfidence in English writing learning as well as their learning motivation?Third, will the interactive writing teaching help the students form the good habits ofwriting and enrich their writing strategies?The research was designed and carried out in two grade-two classes (experimental classand control class) with similar English level. The experiment lasted for one semester. In theprocess of the experiment, pre-test, post-test, questionnaires, and an interview wereconducted and the statistical software SPSS11.5was applied for analyzing the relevant data.After the experiment, the main conclusions are listed as follows:First, the results of Independent-Sample T Test and Paired–Sample T Test of CCwriting scores show that the Sig.(2-tailed) is0.056, which is higher than0.05, and95%Confidence Interval of the Difference contains0. So the scores in CC before theexperiment is not significantly different those after the experiment. While the data of ECshows that the coefficient is0.893and the Sig. value is lower than0.05. The sig.(2-tailed)is0.00, which is also lower than0.05. And95%confidence Interval of the Difference isfrom-2.9686to-2.2673, not including0. Obviously, there is a clear difference in the writing scores of EC between two tests. Thus it can be concluded that the interactivewriting approach can effectively improved the students’ writing proficiency. Second, byanalyzing and comparing the results of the two questionnaires and the interview, the authorshows that the interactive writing approach can increase the learners’ learning interest andconfidence as well as their learning motivation. And the interactive writing teaching can alsohelp the students form the good habits of writing and enrich their writing strategies.Therefore, it is necessary and feasible to apply the interactive approach to Englishwriting in senior high school. Hopefully, the present study will, to some extent, contribute toEnglish writing teaching and shed light on any further study.