An Experimental Study On The Effects Of Process Writing Approach Upon Rural Senior School Students' English Writing Ability

English writing level reflects one's integrated foreign language ability,and writing teaching is an important part of English teaching in senior high schools.However,the writing proficiency can hardly satisfy teachers or students.Traditional Process Writing Approach is still used in rural high schools,which excessively emphasizes the linguistic knowledge and neglects writing strategies and students' own knowledge,resulting in the students? lacking of writing interests and low writing ability.Although there is no lack of empirical research on Process Writing at home,empirical researches taking rural high school students as subjects are far from enough.So it is necessary to further explore the effects of Process Writing Approach in English writing teaching in rural high schools.In addition,anxiety is an important factor affecting writing ability.However,previous studies mostly focused on students' writing interest,writing attitude and writing ability,there were relatively few studies on the effect of Process Writing Approach on students' writing anxiety.Based on the theory of Zone of Proximal Development Theory,Scaffolding and Affective Filter Hypothesis,the present study tries to apply the Process Writing Approach into the writing teaching,attempting to answer the following two questions:1.Can Process Writing Approach improve the writing ability of the rural senior school students?2.Can Process Writing Approach alleviate rural senior school students? writing anxiety? If yes,to what extent does the Process Writing Approach alleviate students? writing anxiety? If not,what might be the reasons?This empirical study was carried out in Grade two in a rural high school in Guangzhou.82 participants from two parallel classes took part in the 16-week experiment.Process Writing Approach was applied in EC while Product Writing in CC.During the research,writing teaching in EC followed the procedures of pre-writing,drafting,revising and editing.Pre-inventory and post-inventory,pre-test and post-test were employed to collect the data to answer the research questions.The results showed that Process Writing Approach has improved the students' English writing proficiency and has a positive influence on alleviating the students? writing anxiety.An interview was conducted to investigate the changes of the three aspects of anxiety and the results showed that the new approach has a positive effect on alleviating students? three aspects of anxiety.All in all,Process Writing Approach has a positive impact on the English writing of rural high school students.However,due to the introverted character and poor English level,more teaching strategies need to be found and discussed to arouse rural students? initiative in pre-writing and improve the effectiveness of the revision stage.