An Action Research On The Continuation Task In English Writing Teaching In Senior High School

As a crucial way of language output,English writing is a significant for senior high school students in their English learning.It tests not only the students' ability to use English comprehensively.In recent years,the research on English teaching has emphasized that input and output are reciprocal processes that interact with each other.However,in practical teaching,teachers usually separate writing teaching from reading,which is an important source of input.Based on Interactive Alignment Model,Input Hypothesis and Output Hypothesis,this thesis adopts an action research,which aims at improving students' writing proficiency by applying Continuation Task.Meanwhile,the study intends to promote the teacher's ability in lesson design.This study intends to answer the following research questions: 1.What is the impact of the implementation of Continuation Task on students' English writing learning in senior high school? 2.What are the changes that the implementation of Continuation Task brings to teachers' lesson design in English writing in senior high school?Two rounds of action research were conducted in which an English teacher with ten-year experience and a total of 50 students of Grade Two from a senior high school in Chaoyang have been invited to participate.The researchers have applied questionnaires,interviews,tests,and reflection journals to two rounds of action research during 3 months.The research results show that Continuation Task can improve student' writingcompetence in two dimensions: writing cognition and writing performance.In the meantime,some design flaws were discovered,which affected the teaching effect.Subsequently,the teaching plan was adjusted to implement the second-round action research,by redesigning the method of grouping,adding explanation the excerpting principles and outline discussion in class,and outline assignments after class.The research results indicate that Continuation Task not only contributes to improving students' writing competence,but also enhances the teacher's teaching design ability,and solves the practical problems of high school English writing teaching from the source of teaching.