An Action Research On The Application Of The Teaching-learning-assessment Integration To English Writing Teaching In Junior High School

Concentrating efforts on building efficient classes is an important measure to implement the double reduction policy.English Curriculum Standard for Compulsory Education(2022)puts forward precise requirements for the instructional design of teaching-learning-assessment integration(TLA integration),the core of which is that teachers should always take students’ mastery as the teaching terminal.Teachers look for and assess evidence of students’ learning in teaching activities to ensure the efficiency of class learning.However,in the current writing teaching,the relationship between teaching,learning and assessment is still weak,and there is a deviation between teachers’ teaching and students’ learning,which leads to the lag in the optimization and adjustment of teaching behavior.Based on this,some scholars try applying the TLA integration to English writing teaching,but most are limited to theoretical research.Therefore,this research selects C Middle School in District X,Hangzhou,focusing on the practical application of TLA integration in English writing classes,and exploring the following three questions:(1)What are the effects of TLA integration on junior high school students’ writing ability?(2)What are junior high school students’ attitudes towards applying TLA integration to English writing teaching?(3)How do teachers effectively apply TLA integration to English writing teaching in junior high school?The paradigm of this action research was based on problem diagnosis-plan-actionobservation-reflection,lasting 12 weeks in total,including twelve English writing classes on six topics,two rounds of questionnaires,and three rounds of interviews.The participants were 82 students from Class 7 and Class 8,Grade 8 and the researcher was the instructor of English writing in two classes.According to the pre-test results,the participants were divided into high-,middle-and low-level groups to explore the practical effects of the TLA integration more comprehensively and pertinently.The research indicates that,first,the application of TLA integration in English writing teaching helps improve junior high school students’ English writing ability as a whole,with the middle-and low-level groups presenting particularly significant effects.Among them,the low-level group highlights the enhancement of the mechanics of writing;the middle-level group shows the enhancement of the content of writing;and the high-level group focuses on optimizing the organization of writing.Second,students have an overall positive attitude toward applying TLA integration in English writing instruction and highly accept TLA integration.In the second round of action,this research has preliminarily solved the problems in the first round of action,such as limited teaching time,the difficulty for students to grasp the writing time,broad writing assessment standards and low efficiency,to more effectively promote the application of TLA integration to English writing teaching in junior high school,some suggestions have been proposed:(1)in the process of teaching:the designing of activities in pre-writing should be in line with students of different levels;second,help and guidance should be offered to students in the process of writing and peer assessment;(2)in the process of learning: teachers should let students participate in the formulation of assessment standards through pre-writing activities;(3)in the process of assessment: teachers should formulate assessment rubrics for writing activities in combination with specific learning objectives,and carry out assessment according to actual needs.It is hoped that the construction of efficient English writing classrooms will be promoted through the above practical suggestions of teaching,learning and assessment.