An Action Research On The Effect Of Extracurricular Reading Report On English Writing Competence Of Senior High School Students

English Reading is a complex process which interweaves knowledge of languages with language skills. It is a necessary condition for students to input multiple-styled and multiple-topic extracurricular materials. The writing process is closely related to language input materials and a complex process with the influence of a variety of factors. Many researchers carried out discussions in experimental studies, especially for college students and junior school students who have plenty of time. In face of the pressure of various courses, there were few researches that focused on the experiments of relatively little extra time in high school extracurricular reading activities. Some specific studies about the effects are also rare in the writings.In view of this, the author aims to carry out extracurricular reading and extracurricular reading report to investigate the influence of high school students to improve writing competence. This article reviews the English reading, English reading report, writing competence and employs the theoretical framework of Krashen‘s Comprehensible Input and Swain‘s Output Hypothesis; the author put forward the following two research questions:(1) Does the extracurricular reading report have significant effect on writing competence of senior high school students?(2) Which aspect of their writing competence does the extracurricular reading report affect?Based on the author's teaching practice, an action research was designed for senior high school students in the western area of Guangdong. The class includes 23 students of 10 boys and 13 girls. They have subscribed the English newspaper 21 st century and China Daily etc., and there are also English books in the Reading Room. Before the research, a questionnaire about reading and writing situation was delivered before the first round of action research from March to July in 2015. Cycle 1 focused on the textbook related topics and the reading report design relied on the outline, abstract and so on. The results of questionnaire and interviews were taken to find out the effect and do further revision. The scores of the regional writing test were analyzed by the SPSS paired samples T-test but were found no significant difference. From August to December, the revised plan was employed and the data including two monthly examinations 1 and 2, two mock examinations 1 and 2(as the post-test in January 2016). The different levels of representatives had semi-structured interviews.The data showed that the paired sample T-test P<0.020(two-tailed), less than 0.05, so it was a significant difference, indicating that extracurricular English reading report can improve students‘ writing ability. As for the findings of the questionnaire, students enrich the vocabulary, the conception and writing strategies, respond flexibly to express difficulties, check grammar mistakes after writing and accumulate more writing methods, so most students are willing to adhere to the reading report. The top students interviewed thought they had more choice and consideration on the vocabulary and syntax and creatively and flexibly utilize the accumulated notes. Average students improve confidence in writing and directly apply the accumulated words or sentence structures in writing.Due to the size of the class, it is of necessity to try a larger one to carry out the action research on the cultivating students' English extracurricular reading skills in senior high school. Hopefully, the study can be helpful for language teachers in high school and provides some inspirations to the read-to-write model.