英语日记写作在高中英语写作教学中的应用研究的中期报告

英语日记写作在高中英语写作教学中的应用研究的中期报告Introduction：Writingisanimportantlanguageskillthathelpslearnerstoexpresstheirideasandemotionsinboththeirpersonalandacademiclife.InhighschoolEnglishlanguagelearning,writinginstructionisacrucialcomponentthataimstodevelopstudents'writingskillsthroughdifferentgenres,styles,andpurposes.Amongthedifferentwritinggenres,diarywritingisaskillthathasattractedmanyresearchersandpractitionersduetoitsuniquecharacteristicsandbenefits.Therefore,thisreportwillexplorethecurrentresearchontheapplicationofdiarywritinginhighschoolEnglishwritinginstructioninChina.ResearchObjectives：Theobjectivesofthisresearchinclude:1.ToreviewtheliteratureontheuseofdiarywritinginhighschoolEnglishwritinginstruction.2.ToidentifytheadvantagesandchallengesofusingdiarywritinginEnglishwritinginstruction.3.Toanalyzethedifferentapproachesandtechniquesusedinteachingdiarywriting.4.ToproposerecommendationsforevaluatingandimprovingtheeffectivenessofdiarywritinginhighschoolEnglishwritinginstruction.LiteratureReview:Scholarsandresearchershaverecognizedthebenefitsofusingdiarywritingforlanguagelearningandwritingdevelopment.AccordingtoLi(2017),diarywritingprovideslearnerswithanopportunitytoexpressthemselvesfreely,reflectontheirexperiences,anddeveloptheirwritingskills.GuoandChen(2020)alsoemphasizetheimportanceofdiarywritinginfosteringlearners'creativity,criticalthinking,andself-awareness.Furthermore,Hu(2018)arguesthatdiarywritingcanenhancestudents'motivationandengagementinthewritingprocess,asitallowsthemtowriteabouttopicsthatinterestthem,andenablesthemtoreceivefeedbackfromtheirpeersandteachers.However,theuseofdiarywritinginhighschoolEnglishwritinginstructionpresentssomechallenges.Forexample,ChenandLeu(2018)suggestthatsomestudentsmayfinditdifficulttowriteinEnglish,especiallyiftheylackconfidenceorproficiencyinthelanguage.Moreover,Liuetal.(2020)pointoutthatitcanbechallengingforteacherstoprovidefeedbackondiarywritingasitrequiresamoreholisticandsubjectiveapproachthanotherwritinggenres.ApproachesandTechniques:Toaddressthesechallenges,teachersusedifferentapproachesandtechniquesinteachingdiarywriting.Zhang(2019)suggeststhatagradualandscaffoldedapproachcanbeeffectiveinteachingdiarywriting,wherestudentsstartbywritingshortentriesandprogresstolongerandmorecomplexentriesastheydeveloptheirwritingskills.Inaddition,incorporatingpeerfeedbackandgroupdiscussioninthediarywritingprocesscanbebeneficialforstudents'writingdevelopment(ChenandLeu,2018).Recommendations:ToimprovetheeffectivenessofdiarywritinginhighschoolEnglishwritinginstruction,severalrecommendationscanbeproposed:1.Teachersshouldprovideclearinstructionsandguidelinesfordiarywritingtoensurethatstudentsunderstandtheexpectationsandrequirements.2.Studentsshouldbeencouragedtowritefreelyandexpresstheirthoughtsandemotionswithoutfearofjudgement.3.Teachersshouldprovidemeaningfulandconstructivefeedbackthatconsidersthecontent,style,andtoneofthediaryentries.4.Studentsshouldbegivenopportunitiestodiscussandsharetheirdiaryentrieswiththeirpeerstoreceivefeedbackandgeneratenewideas.5.Teachersshouldincorporateavarietyofpromptsandthemestoencouragecreativityanddiversityinthediarywritingprocess.Conclusion:Inconclusion,theuseofdiarywritinginhighschoolEnglishwritinginstructionhasmanybenefitsandchallenges.Teacherscanusedifferentapproachesandtechniquestoovercomethesechallengesandenhancestudents'writingskills.Therefore,incorpora