An Empirical Study On 'Daily Report' In Chinese Senior Middle School EFL Classrooms

This thesis originates from a 20-week experiment conducted in two classes with the same level in Senior One in the author's school, Lushui No. 1 Middle School from September 1, 2005 to January 17, 2006. The study is intended to explore whether 'daily report' can help to enhance the students' Self-access Language Learning (SALL) competence and improve their English learning outcome in the context where English is taught as a foreign language (EFL) over a semester of twenty weeks' time.In the study, the researcher used the qualitative data to illuminate and supplement the quantitative data. The data for this study were collected by means of two questionnaires, classroom observations with teacher's weekly logs, an interview and two important examinations, SMSEE (the Senior Middle School Entrance Examination) and FTE (the Final-term Examination). One of the questionnaires was used to survey the students' prior level of SALL at the beginning of the research and the other to see the possible changes after the 20-week research. Also, SMSEE offers the prior level of the students and the final-term examination (FTE) shows the pedagogic outcome after the research.The results indicate that 'daily report' may help to develop senior middle school students' personality and to some extent, enhance their SALL competence. However, with the hard controlled environmental factors and over such a short period of time, students' English learning outcome has not been significantly improved.