An Action Research On The Influence Of English Writing Self-assessment On Junior High School Students’ English Autonomous Learning Ability

Amidst the new English curriculum standard for compulsory education(2022)in place,the curriculum reform clearly emphasizes the learning ability as one of the core quality and adheres to promote learning and promote teaching.It guides students to become the principal part of all kinds of assessment activities and use the assessment results consciously to improve learning.Writing ability,as one of the most significant language abilities for junior high school students’ English learning,necessitates a high level of comprehensive learning.In the teaching process,teachers always treat the writing tasks with oral explanation and list the writing points deductively,lacking systematic combing and guidance.The existing research carried out some theoretical and empirical research on the cultivation of students’ English autonomous learning ability(EALA),yet there are also certain issues such as limited research subjects(mainly high school students and college students),relatively single research methods(mainly comparative experiments)and vague research content(lack of focus on the scope of subjects).This research centers around the utilization of self-assessment in English writing instruction,using action research method,employing questionnaires,interviews,and self-assessment form which aims to explore the effects of English writing self-assessment on students’ EALA.The objective of this is to enhance students’ EALA,resolve writing teaching issues,and to a certain degree,bridge the research gap of ALA.This study mainly focuses on the following two questions:(1)What impact does the implementation of students’ self-assessment in writing teaching have on students’ English autonomous learning ability?(2)If so,how does the implementation of students’ self-assessment in writing teaching affect students’ English autonomous learning ability?This study selected 33 Grade 7 students from a junior high school in Wuhan,Hubei Province to take part in a two-month action study,all of whom were part of a nature class.During the experiment,the author guided students to use the self-assessment form and complete the writing tasks in writing teaching.After two rounds of action research,it is found that the implementation of self-assessment in writing teaching could significantly enhance the EALA of junior high school students.Nevertheless,the six dimensions of EALA did not demonstrate any noteworthy variations following the experiment.Specifically,research has revealed that students can enhance their enthusiasm for learning,set learning objectives consciously,arrange learning plans more efficiently,select learning tactics and utilize material learning resources;furthermore,they can be more introspective and recognize their own strengths and shortcomings.Recommendations for educators and students,based on the discoveries,are herewith presented: In junior middle school English teaching,self-assessment is both practicable and efficacious.Teachers should be proactive in altering the customary assessment techniques and be attentive to the students’ active role.When implementing self-assessment,teachers should be mindful of the methods used,not only to provide students with more patience and direction,but also to instruct them in accordance with their individual distinctions;Teachers also need to explore more ways to cultivate students’ EALA,choose appropriate teaching methods according to students’ needs,update their own teaching procedures and cultivate students’ lifelong learning ability.Students should take the initiative to assess themselves under the guidance of teachers and reflect on and adjust their own learning process consciously.