An Empirical Study Of EFL Writing Teaching In High School Based On Blended Learning Theory

With the rapid growing of the economy,the computer and internet technology is also developing very quickly,which has aided distance education tremendously.Due to the development of distance education,learners-centered internet digital learning is gaining worldwide concern.However,with the time going by,it was found that electronic learning was not as efficient as people thought previously.The concept of blended learning,integrating the features of traditional learning methods with the strengths of e-learning,thus came into existing.The author discovered that most of the learners who study in senior high school are able to make progresses in EFL writing.As to in the process of writing,the participants have problems such as low learning efficiency,lack of motivation still existed.Aiming at improving the situation,this study applies blended learning to EFL writing course.In this thesis,one hundred and ten students took part in the experiment.They entered the Kangxian No.1 Middle School in 2014.They are in the different class,namely class(11)and class(12).In the experiment,pretest,mid-test,post test papers as well as questionnaire and interview were applied.The data from the composition scores and the questionnaire and interview in the pretest and post test were collected and analyzed with the statistical software SPSS 19.0 to see if there was some significant difference between them.From the responses,students' ideas about the blended learning can be got.The outcome from the experiment reveals that blended learning can be used as a way to solve the problems appearing in the fully online learning.The students' writing proficiency have been improved as well as their interest to EFL learning and writing.Furthermore,their confidence also improved a lot.As a result of all these improvement,their English writing level has been promoted.This proves that it is feasible and efficient to apply blended learning in EFL writing teaching.