An Empirical Study On Write-to-learn Approach Based On Metacognitive And Affective Strategies Training

Most of undergraduates have little interests in English writing and seldom communicate in English. To address the problem of"more input but less output"in English learning and teaching, Professor Wang Chuming initiated in 1999 a very effective approach---Write-to-Learn Approach, which has been proved successful in English teaching on English majors. Based on Write-to-Learn Approach, the experiment was carried out on non-English-major freshmen at North China Electric Power University for one academic year. Experimental Group was instructed with the strategy-based Write-to-Learn Approach while Control Group was instructed with the conventional writing. The results of qualitative analysis and quantitative analysis by SPSS show that with Write-to-Learn Approach, the students in Experimental Group have developed not only their English writing ability but also their English proficiency. The students'confidence has been enhanced. They have become more interested in English writing. The research was made to validate practical application of Write-to-Learn Approach on non-English majors.