A Study On Application Of POA-based TSCA To New Senior English Writing Instruction

The new General Senior English Curriculum Standards that was published in 2017 and revised in 2020,requires that the general senior high school English curriculum should develop a curriculum evaluation system,which can give students full responsibility and promote their comprehensive,healthy,and individualized development.It also requires that English instruction assessment should focus on the formation and development of students’ English Subject Core Competencies,adopt the multi-assessment approaches by combining formative assessment and summative assessment,and advocate the philosophy of assessment for learning.Meanwhile,the new senior English textbooks adopt the mode of combining reading and writing as well as the process writing mode.In the background of the “Double New” reforms of senior English instruction,it has become a major challenge for senior English teachers to work out how to achieve the writing instruction objectives stipulated in the new curriculum standards,and complete the multiple-genre writing tasks in the new textbooks.In the practical English writing teaching in senior high schools,English teachers often give insufficient guidance and assessment to students’ English writing,who pay more attention to writing products rather than writing process.As a result,they find it tough to help their students to improve their English writing competence.To solve the problem of low efficiency and poor effectiveness of English writing instruction,the teacher-researcher attempts to apply Teacher-Student Collaborative Assessment(hereafter TSCA)based on Production-Oriented Approach(hereafter POA)to the senior English writing teaching process,so that he can assist students to achieve the learning objectives of new senior English writing and complete the multiple-genre writing tasks in the new English textbooks.Literature review and existing related research results tend to conclude that TSCA can improve English learners’ writing competence.On these grounds,the teacher-researcher puts forward the research hypothesis: when applied to the new senior English writing instruction,POA-based TSCA can improve senior high school students’ writing interest,increase their assessment criterion awareness and enhance their writing competence.Under the guidance of Sociocultural Theory,POA and TSCA,following the implementation principles and operation procedures of POA-based TSCA,the teacher-researcher carries out a four-month senior English writing instruction experiment,in which eighty-six first-year students participate from a general senior high school in Shanxi Province,with the multiple-genre writing tasks of the new senior English textbooks as their learning contents.In the experiment period,the teacher-researcher applies POA-based TSCA to the new senior English writing instruction in the experiment class while employing traditional teacher assessment in the control class.Through a series of teaching experiments,the teacher-researcher aims to verify the potential of POA-based TSCA to improve students’ writing interest,increase their assessment criterion awareness and enhance their writing competence,and find the answers to the following three research questions:1)Can POA-based TSCA improve senior high school students’ writing interest?2)Can POA-based TSCA increase senior high school students’ criterion awareness?3)Can POA-based TSCA enhance senior high school students’ writing competence?The teacher-researcher employs a combination of quantitative and qualitative analysis,using a variety of research instruments including questionnaire,writing test,interview outline,classroom observation scale,reflection logs and portfolio.And he uses statistical software SPSS 22.0 for the quantitative statistical analysis.Through quantitative and qualitative analysis,the teacher-researcher obtains the following results: firstly,from the results of the questionnaires,interviews,classroom observation,and reflection logs,it can be known that over 90% of the students in the experiment class hold a positive attitude towards POA-based TSCA,believing that it could stimulate and improve their interest in English writing;secondly,from the results of the questionnaires,interviews,classroom observation,and reflection logs,it can be known that more than 85% of the students in the experiment class claim that they get used to using the scoring scale employed in the study to assess their own English writing and the peers’,confirming that they have increased writing assessment criterion awareness;thirdly,via comparing the writing test scores of the participants in the two classes,it can be known that the average score of the experimental class is significantly higher than that of the control class,and almost 80% of the students in the experiment class believe that they have made significant progress in the respects of language,content and structure in their English writings.On the basis of the research results,the teacher-researcher comes to the final research conclusions: POA-based TSCA can improve senior high school students’ writing interest,increase their assessment criterion awareness and enhance their writing competence.Additionally,the teacher-researcher analyzes the limitations and deficiencies of the research,and puts forward a few constructive suggestions for the further study.