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A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes

Received: 23 April 2019     Accepted: 29 May 2019     Published: 13 June 2019
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Abstract

Reading-to-write approach, an increasingly popular English teaching model in China, refers to the integration of reading and writing together, through which learners can accumulate various writing skills from reading materials, such as useful vocabulary, sentence patterns, and text structures. And then they are required to write in the form of imitation, rewriting, continuation and so on. As a result, these two processes are both emphasized and mutual promoted at the same time. The present paper explored the current situation of senior high English writing classes in China and the effects of this newly developed model combined with group cooperation and peer assessment. Students from a high school in Nanjing were invited as research participants. Original data collected from questionnaires, interviews and exams was carefully analyzed. The results showed that the reading-to-write approach was feasible and effective, and exerted positive influence on students’ English writing interest, writing ability, and their sense of self-efficacy to some degree. Meanwhile, it was revealed that interactions between the teacher and students, together with peer assessments, were beneficial to create a harmonious atmosphere in class, as well as decreased the anxiety of writing. Therefore, students’ enthusiasm was stimulated greatly. English teachers can apply this method while teaching so that students’ language proficiency will be improved effectively. Group cooperation should also be taken into consideration.

Published in International Journal of Secondary Education (Volume 7, Issue 2)
DOI 10.11648/j.ijsedu.20190702.12
Page(s) 33-36
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

English Teaching in Senior High, Writing Approach, Reading-to-Write

References
[1] Tsang, W. K. (1996). Comparing the effects of reading and writing on writing performance [J]. Applied Linguistics 17 (2): 208-233.
[2] Mermelstein, L. (2005). Reading/ Writing Connections in the K-12 Classroom: Find the Clarity and then Blur the Lines [M]. Person Schweiz Ag.
[3] Yang Yonglin & Dong Yuzhen. (2010). Reading promotes writing, Writing promotes reading--A New Exploration of Teaching Mode from the Perspective of Experiencing English [J], Chinese Foreign Language (1): 13-2.
[4] Cai Yifan & Wang Wenqin. (2015). Reflections on the Teaching Model of Combination of Reading and Writing in Senior High School English [J]. Foreign Language Teaching and Learning in Middle School (5): 3-8.
[5] Soltani, A., & Kheirzadeh, S. (2017). Exploring EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks [J]. Journal of Language & Linguistic Studies 13(2): 535-560.
[6] Doubet, K. J., & Southall, G. (2018). Integrating reading and writing instruction in middle and high school: the role of professional development in shaping teacher perceptions and practices. Literacy Research & Instruction 57(5): 1-21.
[7] Widdowson, H. (1978). Teaching Language as Communication [M]. London: Oxford University Press.
[8] Blanton. (1992). A Holistic Approach to college ESL, Integrating language and Content [J]. ELT Journal 46 (3):1-24.
[9] Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications [M]. London, Longman.
[10] Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in it in its development. In S. M. Gass & C. G. Madden (eds.), Input in second language acquisition, Newbury House Publishers, New York, 235-253.
[11] Kucer, S. B. (1987). The Cognitive Base of Reading and Writing [A]. In J.Squire (ed.), The dynamics of Language Learning. Urbana: National Conference in Research in English. 27-51.
[12] Xie Weina. (1994). On the integration of reading and writing [J]. Foreign Language Teaching (4): 50-52.
[13] Kim, A. Y., & Kim, H. J. (2017). The ffectiveness of instructor feedback for learning-oriented language assessment: using an integrated reading-to-write task for english for academic purposes. Assessing Writing 32: 57-71.
[14] Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students' anxiety for learning chemistry. Journal of Turkish Science Education 7(1): 30-36.
[15] Erdogan, O. (2017). The effect of cooperative writing activities on writing anxieties of prospective primary school teachers [J]. International Journal of Research in Education and Science 3 (2): 560-570.
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    Li Hao. (2019). A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. International Journal of Secondary Education, 7(2), 33-36. https://doi.org/10.11648/j.ijsedu.20190702.12

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    Li Hao. A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. Int. J. Second. Educ. 2019, 7(2), 33-36. doi: 10.11648/j.ijsedu.20190702.12

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    AMA Style

    Li Hao. A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. Int J Second Educ. 2019;7(2):33-36. doi: 10.11648/j.ijsedu.20190702.12

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  • @article{10.11648/j.ijsedu.20190702.12,
      author = {Li Hao},
      title = {A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {2},
      pages = {33-36},
      doi = {10.11648/j.ijsedu.20190702.12},
      url = {https://doi.org/10.11648/j.ijsedu.20190702.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190702.12},
      abstract = {Reading-to-write approach, an increasingly popular English teaching model in China, refers to the integration of reading and writing together, through which learners can accumulate various writing skills from reading materials, such as useful vocabulary, sentence patterns, and text structures. And then they are required to write in the form of imitation, rewriting, continuation and so on. As a result, these two processes are both emphasized and mutual promoted at the same time. The present paper explored the current situation of senior high English writing classes in China and the effects of this newly developed model combined with group cooperation and peer assessment. Students from a high school in Nanjing were invited as research participants. Original data collected from questionnaires, interviews and exams was carefully analyzed. The results showed that the reading-to-write approach was feasible and effective, and exerted positive influence on students’ English writing interest, writing ability, and their sense of self-efficacy to some degree. Meanwhile, it was revealed that interactions between the teacher and students, together with peer assessments, were beneficial to create a harmonious atmosphere in class, as well as decreased the anxiety of writing. Therefore, students’ enthusiasm was stimulated greatly. English teachers can apply this method while teaching so that students’ language proficiency will be improved effectively. Group cooperation should also be taken into consideration.},
     year = {2019}
    }
    

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    AB  - Reading-to-write approach, an increasingly popular English teaching model in China, refers to the integration of reading and writing together, through which learners can accumulate various writing skills from reading materials, such as useful vocabulary, sentence patterns, and text structures. And then they are required to write in the form of imitation, rewriting, continuation and so on. As a result, these two processes are both emphasized and mutual promoted at the same time. The present paper explored the current situation of senior high English writing classes in China and the effects of this newly developed model combined with group cooperation and peer assessment. Students from a high school in Nanjing were invited as research participants. Original data collected from questionnaires, interviews and exams was carefully analyzed. The results showed that the reading-to-write approach was feasible and effective, and exerted positive influence on students’ English writing interest, writing ability, and their sense of self-efficacy to some degree. Meanwhile, it was revealed that interactions between the teacher and students, together with peer assessments, were beneficial to create a harmonious atmosphere in class, as well as decreased the anxiety of writing. Therefore, students’ enthusiasm was stimulated greatly. English teachers can apply this method while teaching so that students’ language proficiency will be improved effectively. Group cooperation should also be taken into consideration.
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Author Information
  • College of Teacher Education, Nanjing Normal University, Nanjing, China

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