An Applied Study On Collaborative Writing In Senior High School English Teaching

Many foreign scholars conducted extensive teaching practice of cooperative learning,while domestic scholars at the initial stage of the study of collaborative learning mainly introduce and absorb foreign experience,and carry out the practical application of research,simple introduction of the theory and practice of foreign scholars.This study investigates the benefits of collaborative writing.The study examines the effect of the number of participants on the content,organization,grammar,vocabulary and mechanics of the written texts produced.This study tries to answer the following two questions:(1)Which type of collaborative writing is more effective in improving students' writing,group collaborative writing or pair collaborative writing ?(2)What are the differences in the effect of group collaborative writing and pair collaborative writing on the content,organization,grammar,vocabulary and mechanics ?The author carried out the experiment at Qinan No.2 Senior High School from September to November in 2018.The author selected two classes as experimental classes in senior two.Experimental class one(E1)has 40 students and experimental class two(E2)also has 40 students.Both of them were taught by the same teacher,the author used group collaborative writing approach in E1 while in E2 the teaching approach was pair collaborative writing.The experiment was based on three theories,including the sociocultural theory,the constructivism theory and the group dynamics theory.The instrument mainly included test and evaluation standard of writing on the content,organization,grammar,vocabulary and mechanic.The author applied the pre-test in order to test students' current writing situation before the experiment.The post-test was conducted after two months.SPSS 21.0 was finally employed to compare the results of pre-test and post-test achievement of the two experimental classes.The main conclusions of this study are presented as follows:The author finds that students' writing achievement has improved significantly by both group collaborative writing and pair collaborative writing,but group collaborative writing is more effective overall.Students' writing achievement by group collaborative writing has improved significantly mainly on the content,organization and vocabulary comparing with pair collaborative writing,but not on the grammar and mechanics.This study shows that group collaborative writing is more effective in improving students' writing than pair collaborative writing,especially on the content,organization and vocabulary.The implications of these results are helpful for the understanding of both collaborative writing and collaborative problems solving activity.