English Writing Teaching Research Articles

The Existence and Development of Variants in English Writing Teaching in International Corpus based on Time Series Data Analysis

This study investigates the evolution and prevalence of variant forms in English writing instruction within an international context, utilizing a time series analysis of corpus data. Recognizing the dynamic nature of language, especially in educational settings, this research aims to identify and analyze the changes in teaching methodologies and language usage over time. By examining a comprehensive corpus compiled from diverse international sources, the study focuses on how English writing instruction has adapted to linguistic variations and evolving pedagogical approaches.The methodology involves a quantitative analysis of corpus data spanning several decades, enabling a longitudinal view of trends in English writing teaching. The corpus includes a wide range of educational materials, academic publications, and teaching resources from different countries, ensuring a global perspective. Time series analysis is employed to track the frequency and context of various teaching practices and linguistic forms, offering insights into their development and dissemination.Key findings reveal a significant shift in teaching strategies, reflecting an increased emphasis on learner-centered approaches and the integration of digital technologies. Variants in language usage, influenced by cultural and regional differences, are also evident, highlighting the importance of context-specific teaching methods.

Analysis on Applications of Mind Map in English Writing Teaching

At the present stage, the teaching activities aim at promoting students’ learning quality and creative accomplishments. This demands teachers to create more teaching activities to facilitate students’ creative potential. As an efficient tool for thinking, mind map can achieve the visualization of thinking through presenting the hierarchy of concepts and the sequence of thinking. Naturally, it will be helpful to promote both students’ creativity and memory. It also can arouse students’ writing interest and cultivate students’ logical thinking ability. Therefore, this paper is going to have a brief introduce in the problems existing in students’ English writing. Furthermore, it will improve students’ English writing ability by applying mind map during the writing teaching process. Last but not least, it can arouses students’ critical thinking.

The Application of Multimodal Teaching Mode in English Writing Teaching in Senior High School

With the deepening of education reform, English writing teaching in senior high school should be further optimized. Teachers should actively introduce new teaching concepts and teaching methods, so as to arouse students’ interest in English writing learning, strengthen their understanding and application of what they have learned, and improve the teaching effect. As a popular teaching mode at present, multi-modal teaching can greatly enrich the teaching content of senior high school English writing, broaden the path of education, and greatly promote the comprehensive development of students. In view of this, this paper will analyze the application of multimodal teaching mode in senior high school English writing teaching, and put forward some strategies for your reference.

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

The Practical Application of Schema Theory in Teaching English Writing in High Schools

English writing is an important part of English learning and an important indicator of students’ comprehensive use of English. In English writing teaching, schema theory has a certain guiding role and is favored by many educators. The article focuses on the connotation of schema theory, the relationship between schema theory and English teaching, and how to apply schema theory to the teaching of writing in secondary school. Therefore, in the English writing classroom, teachers should use the schema theory to help students improve their English writing ability.

Study on Task Repetition in Senior English Writing Teaching

General Senior High School Curriculum Standards (2017) specifies that the Core Competence is not only the concentrated embodiment of the value of subject education, but also the correct values, essential characters and key abilities that students gradually form through subject learning. And writing, as the essential output ability in language competence, is the key to cultivating students’ English Subject Core Competence. However, in actual teaching, writing teaching has not been paid enough attention to, and students’ writing competence has not been effectively improved. And some studies have been testified that task repetition is conductive to improving students’ writing performance. Therefore, this paper intends to apply task repetition to senior English writing teaching, so as to promote the improvement of students’ writing competence, and finally improve students’ English Subject Core Competence.

Research on the Effectiveness of Blended Learning in College English Writing Teaching

Research on the Effectiveness of Blended Learning in College English Writing Teaching

Research on the Application of 5E Teaching Model in Senior English Writing Teaching

Writing, as a pivotal part of English language teaching, provides an important platform for cultivating students’ core competencies and reflects students’ comprehensive language application ability and language expression ability as well. With the reform of the new college entrance examination, the difficulty of the writing section has increased. Thus, how to adapt to the reform of the college entrance examination and explore new writing teaching methods has become a widely concerned issue among front-line high school teachers. Based on the analysis of the connotation and elements of the 5E teaching model, as well as the current situation of writing teaching, this study combines the 5E teaching model with writing teaching, aiming to explore new effective teaching models, promote reform of writing teaching, and improve the quality of writing teaching.

An Analysis of Differentiated Learning Strategies in the Implementation of Kurikulum Merdeka Belajar in Teaching English Writing Skills

The present study aimed to disclose the state of English writing proficiency among students and analyze how differentiated learning strategies in Kurikulum Merdeka Belajar approaches address the needs of different student populations when teaching writing English. This study used descriptive qualitative methods which employed observation, questionnaire and interview to collect the data. The participants of this study were one English subject teacher and 35 grade XK of students of MA. Muallimat NWDI Pancor in the academic year 2023-2024. The study's findings demonstrated that, while students' writing is currently in fairly good condition, it is far from perfect, as shown by the percentage data presented. The occasionally answer had the highest percentage data presentation, totaling 42.86%. There were 24 students who thought that they had difficulty to found an interesting idea to write about. Differentiated learning strategies can meet the needs of divers students in teaching writing English throuhg deviding students based on learning styles, namely visual, auditory and kinesthetic. It supports the quality of students' English writing learning, especially in finding interesting topics to write about because this learning provides suitability of materials, processes and tasks or projects according to the needs, abilities and creativity of students in the learning process.

An In-Depth Examination of the Sociocultural Framework-Informed Practical Model of Scaffolded Feedback in Enhancing Senior High School English Writing Instruction

This study deeply analyzes the application of scaffolded feedback in senior high school English writing instruction under the framework of sociocultural theory. Based on Vygotsky’s Zone of Proximal Development (ZPD) concept and Lantof’s 13-level Regulatory scale, this paper constructs a scaffolded feedback model to improve students’ writing ability through personalized instruction. This paper argues that under the framework of this model, teachers should follow the principles of negotiation, graduation and contingency when providing scaffolded feedback to ensure that students gradually transition from dependence on external adjustment to self-adjustment. In conclusion, the research finds that scaffolded feedback model can effectively promote the development of students’ self-correction ability and stimulate their independent learning and critical thinking. And the research can also provide theoretical basis and practical guidance for English writing teaching in high school.

Research and Application of University English Writing Teaching Reform Based on Data Mining

Based on big data mining and learning analysis technology, this paper systematically summarizes the theoretical basis of network-based college students' English writing skills training mode and discusses the reform and application of college English writing teaching. By mining network data, establishing corresponding writing training database and writing corpus, and at the same time strengthening writing teaching methods with the help of existing network corpus. Students learn through reading, imitation and innovation in the course, and receive psychological and motivation training. The research shows how data mining ability can test the data production ability of front-line authors, and test the ability of front-line teachers to cultivate students' autonomous learning and self-adaptation. It is emphasized that this teaching mode updates the knowledge structure of front-line teachers and cultivates new teachers who combine knowledge with technology. By providing innovative methods to optimize the teaching process, it is expected to effectively improve students' writing ability.

Application Study of Task-based Approach in Middle School English Writing Teaching

As is known to all, with the further development of economic globalization, foreign language teaching plays an increasingly important role in China's education.In recent years, as a result of China's new curriculum reform, researchers continue to explore the comprehensive learning methods, many new teaching methods with the times came into being.This paper mainly wants to discuss whether Task-based Approach really has practically helped for English writing, whether it can mobilize students' enthusiasm for writing, whether it pays attention to the cultivation of students' comprehensive quality, and how to carry out Task-based Approach better and more smoothly in middle schools.In order to better ensure the authenticity of this paper, the author of the paper will use questionnaire survey and experimental methods to demonstrate.Through the research, the author of the paper understands that Task-Based Approach is developed on the basis of communicative teaching method, and its practical application in English classroom provides a good example for us.However, in the past, China's English teaching did not pay attention to the cultivation of students' comprehensive ability, but only paid attention to a certain aspect of English learning, and paid less attention to writing. Students are afraid to write English compositions, lack of practical writing materials, unable to mobilize the knowledge learned, write out vividly.After the study of Task-based Approach, students can improve their writing ability and stimulate their interest in writing to some extent.After this study, the author of the paper hopes to give some ideas and inspiration to teachers who want to use Task-based Approach in writing teaching in the future. At the same time, in view of the shortcomings in the research, it is hoped that teachers can continue to reflect and summarize, and continue to conduct in-depth research.

A Study on the Effectiveness of Chunk Teaching Method in English Writing Teaching in China’s Middle Schools

Anchored in the researchers’ investigation and experience during the internship at a middle school in Nanjing, Jiangsu Province, this dissertation, carried out under the guidance of the theory of chunk teaching method, sorts out the current research results and findings on chunk teaching method, and then analyzes the differences between the chunk teaching method and other traditional writing teaching methods from the perspectives of contents and functions, which draws a conclusion that the utilization of chunk teaching method in China is of great significance to the improvement of middle school students’ abilities in English writing. Before writing this paper, researchers conducted a series of preliminary preparations such as questionnaires, interviews and the same-topic writing tests. With that in mind, this dissertation reveals the chunk teaching method’s capability of more or strengthening middle students’ English writing ability, and thus demonstrates the effectiveness of chunk recitation in English writing teaching in China’s middle schools, which provides reference and critical materials for scholars in this field.

The Application of Process-genre Writing Approach in Senior High School English Writing Teaching

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on before-writing information input, information output in writing, post-writing reflection. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Aiming at improve leaners’ writing skills, this thesis explores the feasibility and application of process-genre writing in senior high school English writing teaching based on the input and output theory of English teaching, guided by the models of process-genre writing approach.

Critical Thinking Cultivation of Teachers’ Perspective: Conception, Influencing Factors and Challenges in English Writing Teaching

Critical Thinking Cultivation of Teachers’ Perspective: Conception, Influencing Factors and Challenges in English Writing Teaching

Reform of Teaching Mode for College English Writing: The Application of Blended Teaching Mode in College English Writing Teaching

In recent years, with the burgeoning of multimedia technology, its application in education and teaching has deepened. Blended teaching enjoys increasing popularity among people. Blended teaching, a combination of traditional classroom instruction and digital technology, offers students a flexible and interactive learning environment. Compared with traditional teaching modes, blended teaching achieves a combination of online and offline teaching, and effectively enhances students’ learning initiative and further boosts students’ learning efficiency. Through the integration of online platforms and face-to-face instruction, students can access diverse materials, engage in interactive activities, and receive timely feedback. Writing is playing a vitally important role in English learning, and it is one of the difficulties in English learning. This essay takes college English writing teaching as an example to study the application of blended teaching mode, with an aim to effectively tackle some problems in college English writing teaching and to foster a dynamic learning environment that improves students’ writing proficiency.

Application of the AIGC Large Language Model in College English Writing Teaching

Application of the AIGC Large Language Model in College English Writing Teaching

A Discussion on the Innovative Mode of College English Writing Teaching Based on "Internet +"

In recent years, under the background of the Internet era, Internet technology has been rapidly developed and widely used, greatly facilitating people's production and life, exerting a far-reaching impact on education and teaching. With the global economic integration, English has great applicability no matter in work or traveling, and English learning has received tremendous attention. College English writing is both an important and difficult part for English teaching. With the development of Internet technology, the application of "Internet +"technology and innovative English teaching methods can help students learn English writing better. This paper mainly analyzes the disadvantages of the traditional mode of college English writing teaching and the advantages of the "Internet +" technology, and discusses the innovative mode of college English writing teaching. The conclusion is that the combination of teaching mode and internet technology can provide new ideas for the innovative teaching mode for universities, improve the teaching level of English writing in universities, broaden the perspective of students' writing and improve their writing ability.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study, drawing on the commonalities between generative artificial intelligence and foreign language writing instruction, outlines the core ideology of digital humanities-based college English writing instruction, including auxiliary use of generative artificial intelligence tools, primary focus on humanistic education, and the re-production of knowledge, aiming to foster students’ critical thinking, collaborative skills, and creativity. Building on this foundation, the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications. The use of generative artificial intelligence tools is beneficial for students to present, discuss, and share writing content, encouraging them to enhance their writing, collaboration, critical thinking, and creative abilities through deep interaction with model essays and creative discourses.

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

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.