A Study On The Application Of Blended Learning In Senior High School English Writing

Writing is one of the essential components in English learning and an important tool for expression and communication.The English Curriculum Standards for Senior High School(2017 Edition revised in 2020)also puts forward new requirements for writing abilities.However,traditional writing courses tend to overly emphasize students’ writing performance while neglecting their writing interest.As a result,students passively receive knowledge,and writing becomes just a formality,failing to attract attention from both teachers and students.Therefore,how to stimulate students’ interest in writing,innovate the writing teaching mode,and make the writing course more efficient has become a widely discussed topic in the education field.Blended learning,which effectively combines online and offline advantages,is becoming the “new normal” for future teaching.This study applies blended learning to high school English writing teaching,aiming to explore three research questions:(1)What is the specific process of implementing blended learning in high school English writing teaching?(2)What is the impact of blended learning on high school students’ attitudes towards English writing?(3)What is the impact of blended learning on high school students’ English writing scores?This study mainly adopts the action research method.The researcher selected a class of 52 students from a high school in Z City,F Province,as the subjects of action research and carried out two rounds of action research in the class.In the action research,a blended teaching mode was adopted before class,during class,and after class,and a four-month teaching practice was conducted in the class during one semester.Throughout this process,data such as interviews,student journals,and teacher journals were gradually collected and statistically analyzed.Additionally,writing test scores and questionnaire surveys were collected as the basis for quantitative research analysis.After a semester of action research,the following conclusions are drawn:(1)The researcher found through reading and researching existing literature that blended learning can be applied to high school English writing by combining pre-class,in-class,and post-class learning modes,based on the actual situation of writing teaching.Teachers and students should clarify key objectives,pay attention to the learning process,engage in diverse reflection and evaluation,and focus on transfer and innovation.Before class,teachers and students should clarify learning objectives and complete preliminary knowledge construction online.During class,through online feedback and face-to-face communication,teachers and students complete teaching activities,achieve deeper understanding of knowledge and cultivate abilities.After class,through reflection tools,students consolidate their classroom writing results and complete transfer and innovation.The three-stage learning model combines online and offline learning,considering both the actual situation of high school English writing teaching and the rich internet resources of the information age,enabling personalized teaching and focusing on learners’ knowledge understanding,construction,integration,transfer,and innovation.(2)High school students hold a positive attitude towards the application of blended learning in writing.Through pre-test questionnaires and interviews,it found that in traditional high school English writing classes,students are in a passive receiving state,with low enthusiasm for writing,and part of teachers rigidly teach writing templates before action research.In blended learning,students achieve personalized and targeted learning through online pre-class learning,face-to-face in-class instruction,and postclass summarization and sublimation.Through post-questionnaires and interviews,it found that students have high recognition of the application of blended learning in writing,and their English writing interest has been improved.(3)Blended learning can effectively improve high school students’ English writing scores.After pre-and post-tests on high school students’ English writing,it found that after a semester of blended learning,the average score of 52 students’ English application writing increased from 9.75 to 11.44,and the standard deviation shrank from 1.679 to 1.092,indicating that the gap between students has narrowed and the overall level has improved.Through interviews,it found that students have a clearer thinking process for English writing,richer vocabulary accumulation,and more willingness to try English writing.Compared with that before the action research,there was a significant difference in English writing scores between the pre-test and post-test,indicating that blended learning can effectively improve students’ English writing scores.In addition,this study also proposes that teachers design appropriate teaching based on the characteristics of blended learning and continuously collect feedback during the course to improve teaching,and learners should actively use new tools such as the internet to improve their English writing ability.Due to the internet’s ability to provide massive information,learners should also improve their self-discipline and self-management skills to use it properly.It is hoped that this study can provide new ideas for frontline English teachers in writing teaching,help improve writing teaching models,and enhance the quality and efficiency of writing teaching.