An Empirical Study On Senior One Students’ English Written Expression Ability Improvement By Teaching With QQ Software

Teaching of written expression is both an important and weak link in English teaching in China.So far, researches on the teaching of written expression both in domestic and abroad have becomeincreasingly meticulous, and many studies have been applied to the actual teaching, in which thestudies on process writing approach are relatively mature. But the researches about NBLT of writtenexpression are focused on the asynchronous communication field, such as Blog, E-mail, Wiki, etc.,which involve less on synchronous communication, like chat-software. Especially in China, theempirical research on teaching of English written expression with QQ is almost blank.Thus the author combined teaching of English written expression with QQ software which is themost popular chat tool in China, using process writing as the mode, explored the possibility of teachingEnglish written expression with QQ software in high school.First, the author introduced the background, the purpose and the significance of the study; next,the author elaborated the theories based on NBLT and teaching of English written expression, trying toexplore the possibility of teaching English written expression with QQ in theory; then, the author chosestudents of two parallel classes (class2and class11) of senior one in No.27middle school in Lanzhouas subjects, and conducted a comparative study on teaching of English written expression with QQ andwith the traditional methods. The author used the tests and questionnaires as tools, tests were used totest students’ composition scores and questionnaires were used to test students’ English writtenexpression interests and English written expression skills, basing on statistical results of pre-test andpost-test, the study answered the following three questions in the empirical way:1.Senior1students’English written expression achievements could be improved by teaching with QQ.2.Senior1students’English written expression interests could be increased by teaching with QQ.3.Senior1students’English written expression skills could not be improved by teaching with QQ.The author believed that the present study had some limitations in some aspects. First, the studyonly focused on the students’ English achievement, interest and skills of English written expressionregardless of the other factors affecting learning achievement such as motivation, learning style and soon. Second, owing to the limitation of the time in the study, some other data in the study had not beenfully obtained and analyzed.