A Study On The Effect Of Reading-to-write On English Writing Self-efficacy And Writing Achievement Of Senior High School Students

Listening,speaking,reading and writing are the four basic language skills in English learning,among which writing is the main method to measure students’ language output ability(Sun,2014).However,a common problem in traditional English teaching is that educators are used to dividing reading and writing into two different courses.It’s not conducive to mobilizing students’ enthusiasm,but will make them disgust with writing(Chang,2007).In practical teaching,teachers shouldn’t overlook the close relationship between English reading and writing.Therefore,this study introduces the reading-to-write teaching method into senior high school English writing teaching,and discusses the effect of reading-to-write on students’ English writing self-efficacy and writing achievement.Reading-to-write is a teaching method that effectively combines reading and writing.This method not only provides some enlightenment for writing teaching,but also has a positive effect for the development of students’ writing abilities.Based on Krashen’s input hypothesis and Swain’s output hypothesis,this study emphasizes the organic integration of language input and output in English writing teaching,so as to improve students’ writing ability.This study wants to explore the answer of the following two questions:(1)Can the reading-to-write teaching method enhance senior high school students’ English writing self-efficacy?(2)Can the reading-to-write teaching method improve senior high school students’ English writing achievement?Subjects of the study were 98 students from two classes in senior one in Dongfeng High school,Shiyan city,Hubei province.Before the experiment,the students were asked to complete a writing self-efficacy scale and a writing test respectively.The results showed that there was no significant difference between the two classes in terms of writing self-efficacy and writing test.Therefore,the author randomly selected one class as the experimental class and the other class as the control class.The two classes were taught with the reading-to-write teaching and the traditional reading and writing teaching respectively.The reading-to-write teaching experiment continued for 13 weeks.The results show that:(1)The reading-to-write teaching method plays a significant role in enhancing senior high school students’ English writing self-efficacy;(2)The reading-to-write teaching method improved the writing achievement of senior high school students greatly;(3)Compared with the high-level students,the low-level students have made bigger progress in terms of the writing self-efficacy and writing achievement in the reading-to-write teaching experiment.The results of this study initially proved the feasibility of the reading-to-write teaching method in senior high school English writing classroom,and provided some new perspectives for writing teaching.Therefore,teachers should try to apply this method to their own writing teaching,so as to enhance students’ writing self-efficacy as well as improve their writing achievement.