A Study On The Application Of The Teaching-Learning-Assessment Integration To English Writing Instruction In Senior High School

English writing,as a major format of language output,is one of the skills that TESOL learners are supposed to have.Nevertheless,for students in Chinese high school,it is the least skill that they are capable of.Observing from the teaching perspective,teachers are often found to isolate assessment from teaching and adopt the product-oriented assessment which neglects the process of writing.As is put forward in The National English Curriculum Standards for Senior High School(2017),“the teaching-learning-assessment integration(TLA integration)”advocates to unify teachers’ instruction,students’ learning,and assessment into one holistic process,in which assessment plays a significant role in facilitating teaching and learning.Both teachers and students should participate in the assessment process,which can improve the better fulfillment of teaching objectives.This study attempts to apply TLA integration to English writing teaching in senior high school and explore the effects on English writing by answering the following three research questions:1.What’s the current situation of applying TLA integration in English writing teaching in senior high school?2.What are the effects of TLA integration on students’ English writing competence?3.What are the effects of TLA integration on students’ attitudes towards English writing?This study takes the teachers and students in a senior high school in Jinan as the research subjects.To begin with,to know about the current situation of the application of TLA integration in this school,the author interviewed 10 English teachers about their understanding,implementation and obstacles encountered.Besides,to investigate the effects of the model on students’ English writing competence and attitudes,two parallel classes were selected as the experimental class and the control class respectively.During the three-month experiment,the traditional writing teaching model was applied in the control class,while the TLA integration model was adopted in the experimental class.Except for the difference of the teaching model,other irrelevant variables have remained the same.Before and after the experiment,interviews,tests,and questionnaires were used as the research instruments to collect teachers’ views,students’ writing scores and attitudes towards English writing.By analyzing the data collected,the researcher summarized the following major findings.Firstly,taking the practice school as an example,the promotion and implementation of TLA integration are not ideal.Due to the limitation of time,energy,and other external factors,many teachers failed to fully understand and implement TLA integration in English writing teaching.Secondly,compared with the traditional writing teaching model,TLA integration can significantly improve students’ writing competence.More specifically,students of EC have made significant progress in handwriting,the comprehensiveness of main points,language,and organization.Thirdly,after the experiment,students in EC hold a more positive attitude towards English writing than before and are willing to accept this model.Apart from this,students are also conscious of the significance of cooperative learning,effective writing strategies and assessment.Thus,they show willingness to utilize them in future writing.Therefore,TLA integration has positive effects on the English writing competence and attitudes of senior high school students,and it also provides useful guidance for EFL teachers to design and carry out effective English writing teaching.To favorably respond to the requirements of TLA integration in the new curriculum standard,teaching and learning activities that integrate with assessment are expected to be designed,achieving the purpose of“promoting teaching and learning through assessment”.