A Practical Study of the Stratified Teaching Model in Rural Junior High School English Writing Instruction: A Case Study of Zhangjiajie Second Middle School

Abstract

Writing is a comprehensive reflection of language proficiency and humanistic qualities, and the cultivation of writing skills is a focal point in English teaching. However, in rural junior high schools, exemplified by Zhangjiajie Second Middle School, students commonly exhibit issues such as "low interest and a sense of achievement in learning" and "generally low performance" in English writing. Additionally, the large class teaching model is exacerbating the gap in English writing abilities among students. In order to improve the current status of English writing learning in rural junior high schools, the researchers integrated the stratified teaching model into English writing instruction and conducted a 15-week experiment on 45 students from Class 87 in the eighth grade of Zhangjiajie Second Middle School, utilizing a combination of quantitative and qualitative research methods. Data analysis of the experimental results revealed that the application of the stratified teaching model in rural junior high school English writing instruction can enhance students' interest, utilization of writing strategies, and writing performance to varying degrees across different levels.