An Action Research Of Improving Senior High Students’ English Writing Through Recitation-Input

English writing is an important language output skill. It reflects the students’ comprehensive ability and it is a vital standard to evaluate the students’ language level and ability. English writing has always been considered as the toughest part for students in learning English. With the reform of college entrance examination and a higher requirement for students’ competence, both English researchers and English teachers have realized the importance of improving students’ learning outcome in writing. It is suggested by many researchers that reciting is an effective way to write a passage with authentic and accurate words in a non-English language environment.The research is based on Krashen’s Input Hypothesis, Schmidt’s Noticing Hypothesis and Information-process Theory. The whole two rounds action research lasted for 16 weeks. Thirty-eight subjects were chosen from Class 3, Grade 1, at Yu Yuantan Middle School. Each round of action research abided by the steps of “Identifying Problems and Raising Hypothesis”, “Making and Implementing Action Plan”, “Reflection and Evaluation” and “Summary”. During the action research, the students were asked to recite the words, phrases, sentence patterns and paragraphs in their text books with several model passages. There were three writing tasks in each round of action research followed by questionnaires and interviews. This research aims to answer the following questions:1) Can recitation input improve senior high students’ English writing?2) Can recitation input enhance senior high students’ interest in English writing?This action research shows that recitation input is beneficial to improving the senior high school students’ English writing. Therefore applying recitation input in senior high school English writing is practicable.