Effects Of Teacher-student Interaction On Students’ Autonomous Writing Competence Under The Network Environment

Writing is a kind of advanced complicated cognitive and creative activity whichreflects a writer’s quality of language output. As one of the most significant basic skills oflanguage, the cultivation of foreign language writing competence is gained more attentionfrom learners and researchers. In recent years, a lot of efforts have been devoted to studieson English writing. Among them, there are many people who have obtained good researchachievements. However, with the development of science and technology, how to seek anovel and effective teaching method to improve students’ autonomous learning of Englishwriting under network environment tends to be of great significance. Based on the studyof previous literature reviews, the author attempts to explore the effect of different ways ofteacher-student interaction on students’ autonomous writing competence.The theoretical foundation for this research is constructivism theory. An empiricalexperiment is conducted to examine the effects of different ways of teacher-studentinteraction on the autonomous learning of English writing. The research questions are asfollows:1) Compared with traditional teaching model, under the network environment, howdo teacher and students interact and what roles do they respectively play under theinteractive model?2) What influence might the different interactive types have on the learners’autonomous learning of English writing?3) What kinds of the interactive models between teacher and students couldeffectively improve students’ autonomous learning competence of English writing?Two classes from Yan Shan University take part in the experiment. Among them,mechanical engineering excellence class is selected as experimental group while oneaverage mechanical engineering class is selected as the control group. As for the results ofwriting tests, the author employs social statistic software SPSS to analyze. Besides, theauthor also analyzes the results of questionnaires, interviews and observations. Conclusionshows that:1) Teacher-student interactive model under network environment still needs to beimproved. Reasonable teacher-student role combination is more effective than thetraditional approach in facilitating English writing. While improper combination of teacher-student roles may not positively contribute to the cultivation of students’ writingcompetence.2) Teacher should initiatively change their roles to improve students’ autonomouslearning competence of English writing;3) Students should also adjust their roles consciously so that they could use networkto improve their autonomous learning competence more effectively.