An Empirical Study On The Effect Of Self-Assessment On Senior High School Students’ Writing Ability In Continuation Task From The Perspective Of CSE

The English Curriculum Standard for General Senior High School(2020 Edition)clearly proposes that the question types of writing be adjusted to: continuation writing,report writing from a picture,proposition essay,and summary.However,the current situation of high school students’ English writing is not optimistic,so it is worthwhile for teachers to pay attention to students’ writing ability in order to effectively improve students’ writing performance,especially in continuation writing.This empirical study tries to explore high school students’ ability of continuation writing based on the CSE scale,and reveal whether self-assessment is beneficial to improve their ability of continuation writing,and finally to make corresponding suggestions for high school students’ writing and teachers’ instruction.With the guidance of the Input Hypothesis,Output Hypothesis and Synergy Effect Theory,this thesis takes two parallel classes of sophomore students from a senior high school in Quanzhou,Fujian Province,as the research subject,with a total of 102 students.And this thesis conducts survey and experimental research methods to test students’ writing ability in continuation writing tasks,in order to investigate and analyze the following three aspects: 1)the overall situation of students’ self-assessment in continuation writing by CSE Scale;2)whether self-assessment helps to improve senior high school students’ performance in continuation writing tasks;3)whether self-assessment helps to improve senior high school students’ written texts in continuation writing tasks by text analysis.During the experiment,by collecting and analyzing the pre and post test writing scores of two classes,the questionnaire data of the experimental classes and twelve self-assessment scores,writing scores and writing texts,the following conclusions are drawn from them.First,most senior high school students are able to use CSE scale to self-evaluate their English writing ability.21.57% of the students believe they meet the level 4 of the writing part of CSE scale,52.94% of the students an intermediate level.While 25.49% of the students had not yet reached the level 4 of the writing part of CSE scale.Second,self-assessment helps improve senior high school students’ performance in continuation writing tasks.The mean score of the pre-test and the post-test and the results of paired samples t-test(p=0.000 <0.05,t=-8.067),indicate that students’ writing scores have been improved.And after self-assessment of writing strategies,students’ mean values of self-assessment on each writing strategy increase to different degrees,indicating that students’ self-assessment is beneficial to improve students’ writing performance by using the CSE scale.Third,self-assessment helps to improve senior high school students’ written texts in continuation writing tasks.Based on the analysis of the pre-and post-test texts: in terms of vocabulary,there is an increase in the number of students who meet the standard of word count,which indicates that the students’ writing speed has improved.The percentage of students with two or more spelling errors in their essays decrease by 30%;the percentage of students who use words incorrectly decrease by 17%.In terms of content,the number of students who use two or more emotion words increased by 13.In terms of grammatical errors,the number of students who make more than three grammatical errors decrease by 39%.All of the the above data indicate that students make significant improvements in vocabulary,content and grammar,and their written texts have also been improved.Based on the research results,this study puts forward two research inspirations and points out the study’s limitation.