An Empirical Study Of Cooperative Learning To English Writing Teaching In Junior Middle School

For junior middle school students, English writing is difficult in English learning. Most of the students in class are forced to accept the teacher’s special education model. Students’ English writing level is hard to improve and some students even fear English writing. During the process of the experiment, after that the author had applied cooperative learning in teaching English writing it stimulated the students’ interest in English writing in the experimental class. According to the data of the tests, it also shows that students’ English achievements have been improved. This thesis mainly studies the role of cooperative learning and the teaching effects in English writing in junior middle school. By the present research situation on cooperative learning at home and abroad and the status quo of the researched school the author put forward the special research questions. Combined with the specific research methods, the author compared the English grades, the grades of English writing and students’ questionnaires in two parallel classes before and after the experiment as well as using SPSS19.0 for Windows to analyze experimental data and verify the effectiveness of cooperative learning in English writing.This thesis explores the role and the effects of cooperative learning in teaching English writing in junior middle school. The author has carried on a series of experiments and researches about the topic. It attempted to answer the following four questions:1) Compared with it before the experiment, what degree can the application of CL increase junior middle school students’ English writing ability?2) What are the effects of the CL on the relative high-level group and the low-level group of junior middle school students respectively?3) Can the application of CL increase junior middle school students’ interest and confidence of English writing?In this research, the author used the following methods: literature approach, comparative approach, questionnaire, quantitative analysis and qualitative analysis. First, during the pre-research, the author had read related books and theses in order to obtain some theory about CL. Second, while-research, some questionnaires about the situations of students’ English writing and the application of CL were used among the students. Then the author made some quantitative and qualitative analyses on the materials which were collected from the questionnaires and did the experiment of application CL in teaching English writing according to the researched situations. She tried to find out the way how to correctly apply cooperative learning to improve students’ English writing from the research objects to improve students’ writing ability. Third, in the period of post-research, comparing with the results of questionnaires, test and writing achievements, the purpose of the research is trying to verify the effectiveness of CLThrough the investigation, collection, statics and analysis, the research has come up with the following findings:(1) Cooperative learning can improve students’ writing level. By comparing the students’ English achievements in experiment class before and after the experiment, on one hand, it proves that the students’ writing achievements are improved by using CL in learning writing. On the other hand, Students’ writing ability has improved including students’ grammar levels and students’ content of composition which can be greatly enriched as well as the structure of a composition can be more coherent.(2)During the writing process, both excellent students and potentialstudents learn to solve the problems by themselves at first when they meetsome difficulties. Then they will ask others for help and solve the problems together. They can cooperate with others as well as finish their writings. Forpoor students, they are not afraid of failure and the teachers and classmates’ laugh while the excellent students’ English writing can show their leadership.(3)Cooperative learning greatly inspires and cultivates students’ interest and confidence in English learning. With the help of the teacher’s guidance, students can apply cooperative learning well in English writing. The students of EC have more consciousness of cooperation. They can discuss actively and bravely express their views. Learning others’ advantages and avid their disadvantages, which helps to improve their writing.