A Study On English Writing Strategies In Senior High School Based On Teacher-Student Collaborative Assessment

In recent years,teacher-student collaborative assessment(TSCA)has a significant impact on the research of English writing,but there are few researches on the application of TSCA in writing strategies.The purpose of the study is to verify the effectiveness of TSCA on improving students' writing strategies.As is known to all,teacher feedback always plays an important role in English writing teaching of senior high today which is efficient to some extent,but it overemphasizes writing consequences and ignores the learning process of students,not putting students at the center of class so that it is not conducive to the improvement of students' writing strategies in a long run.Instead,TSCA integrates teacher feedback,peer evaluation and self-assessment organically so that students' English writing strategies can be enhanced,making their writing ability improved.On the basis of the cooperative learning theory,process-oriented approach and production-oriented approach(POA),this thesis applies TSCA to senior high writing,trying to answer the following three research questions:(1)Does TSCA affect senior high school students' English writing strategies? And how does TSCA influence senior high school students' different English writing strategies?(2)What are students' attitudes towards TSCA?This study conducts a three-month teaching experiment in Jinan University City Experimental High School of Shandong Province,aiming to solve the above problems.Before experiment,two parallel classes are chosen as the experimental class(EC)and the control class(CC),among which the EC carries out TSCA in writing class while the CC adopts teacher feedback.First of all,writing scores of the mid-term examinations of two classes are compared to explore whether TSCA has an impact on writing strategies.Secondly,the use of students' writing strategies and the changes of them are analyzed through questionnaire in EC before and after the experiment.Finally,interviews are conducted after experiment to further verify the effectiveness of writing teaching based on TSCA.The conclusions of the study are as follows:(1)Through the comparison of writing scores of EC and CC,it is found that TSCA can affect students' writing strategies which enable them to have a significant improvement in language,expression,organization and content.(2)In order to further explore the influence of TSCA on students' different writing strategies,the author analyzes the questionnaire and finds out that TSCA holds the most significant effect on students' linguistic strategy and social affective strategy.(3)From the interviews,it can be concluded that most of the students hold a supportive attitude towards TSCA in improving English writing strategies.Therefore,applying TSCA in senior high school English writing teaching can significantly enhance students' writing strategy,which is feasible and effective,and also provides important enlightenment for second language writing teaching.