Action Research Into Effective EFL Writing Teaching Model In Senior High School From Perspective Of Output-driven Hypothesis

As written English plays an increasingly important role in modern society,both teachers and students gradually attach importance to English writing.However,the effectiveness of English writing teaching in the senior high school is far from satisfactory.At present,conventional English writing teaching method is still popular in senior high school.English teachers spend much time grading and correcting students' English compositions.However,students care nothing but their scores.On the basis of Output-driven hypothesis,Input hypothesis,and Output hypothesis,an action research is conducted with an attempt to answer two questions:1)What's the effective EFL writing teaching model based on output-driven hypothesis to improve students' writing ability in senior high school? 2)To what extent can the EFL writing teaching model based on output-driven hypothesis help reduce senior high school students' writing anxiety?Thirty Senior One students from a senior high school,Baiyun District of Guangzhou participated in the research lasting for ten weeks in all.Firstly,English writing difficulties and English writing anxiety were identified by interview,questionnaire and test.Then,the first cycle plan was drafted,that is,a reading-writing-revising-rewriting English writing teaching model was employed.Instruments such as test and interview were used to reflect the results of the first cycle,based on which the model was modified.In the second cycle,reading-discussing-writing-revising-rewriting English writing teaching model was applied.In the end,test and questionnaire were utilized to summarize the results of the second cycle.The results of the research show that reading-discussing-writing-revisingrewriting English writing teaching model is better to improve senior high school students' English writing ability.It is also effective to reduce senior high school students' English writing anxiety to large extent.The implications of the research are that teachers should select representative reading materials to help students with their English writing in terms of text structure,content and language.Meanwhile,it is necessary to organize discussion before writing as it helps students construct ideas and reduce their English writing anxiety.