Effects Of Teacher-students Collaborative Assessment On CET4 Writing Competence For Students Of Different Proficiency Levels

As one of the five fundamental skills in English learning,English writing is an integration of students’ language competence and it plays an important role in the development of their English proficiency.According to college students’ English score data,it displays that the score rate of students’ English writing is generally low in our country,which calls for urgent innovation and reform in college English writing teaching.However,the reality is that English teaching in China is challenged by large-scaled class,heavy-burdened curriculum of teacher and delayed insufficient assessment.On this occasion,Wen put forward teacher-student collaborative assessment(TSCA)in 2016 on the basis of production-oriented approach(POA),which lays emphasis on both theory and practice.The aim of TSCA is to organize and balance teacher assessment with other assessing methods.The current study tries to investigate detailed differences in the development of English writing competence for students of different language proficiency levels aiming to know about students’ shortages in English study.In this way,effective and comprehensive improvement could be achieved in English writing through specific and targeted consolidation.In assessing process of TSCA,students are required to discuss in groups and their language proficiency levels play a key role.Therefore,the present research takes students’ different English proficiency into concern and tries to explore the effects of TSCA on English writing competence.Specifically speaking,the present paper is aimed at answering the following three questions.(1)Are there any differences among the influences of TSCA on English writing competence for students of different English proficiency levels?(2)What are the exact differences in students’ English writing competence for students of different English proficiency levels under the instruction of TSCA?(3)What do students of different English proficiency levels think of TSCA?Participants are 120 non-English majors in two parallel classes from Chongqing Nanfang Translators College of Sichuan International Studies University in the sophomore year and each class is divided into advanced,intermediate and low proficiency levels respectively based on their grades on English Proficiency Test ten students selected randomly from each proficiency level.Two selected classes are at a similar English proficiency level.In the two classes,experimental class employs TSCA while control class adopts teacher assessment within seven weeks.To guarantee a more convincing experimental result,study collects both quantitative data and qualitative data by adopting English proficiency test,writing tests,questionnaire and interview.The research results are listed as follows:(1)TSCA has a positive effect on English writing competence for students of all the language proficiency levels.But there is a significant difference in the improvement of English writing competence for students of various language proficiency levels.(2)The difference among the three varied language proficiency levels shows that students’ English writing competence at advanced level and intermediate level under the guidance of TSCA gets more improvement.To be more specific,students of advanced and intermediate proficiency level get more improvement in the aspect of language expression and text structure,while students of low proficiency level enhance their English writing competence from vocabulary pronunciation and content.(3)Students hold a positive attitude toward TSCA and they agree with the beneficial effect of TSCA on English writing competence.Specifically,advanced and intermediate students think highly of teamwork and comparison with other assessing methods,while students of low proficiency regard teamwork and classroom environment as their favorite ones.In general,TSCA enjoys the highest favorability among students of low proficiency level.Through discussions on these research results,the current paper makes an assertion that students of high and intermediate proficiency level benefit more from language expression,while students of low proficiency level benefit more from language accuracy.Hence,it’s necessary to take different strategies for students of different proficiency levels.In addition,the results of research contributes to a comprehensive understanding of the effects of TSCA on second language acquisition and provides empirical support for assessment methods in English writing teaching.The paper puts forward some inspiring views towards English writing teaching in the last chapter.Taking its limitations into consideration,the research also provides some suggestions for the future study of English writing teaching.