英语论文网

本文是一篇留学论文写作范文，本研究对英语写作教学具有一定的启示。首先，学生可以充分利用句酷批改网等写作平台，开展协作写作活动，发挥同伴中介的作用，相互发现写作中的不足，提出改进建议，从而提高英语写作水平、写作自我调节和写作自我效能感。

Chapter One Introduction

1.1 Research Background

As a productive skill,English writing is a crucial competence for students to transfer andpresent their ideas and feelings for communication.Writing is also an expressive skill thatEnglish as a Foreign Language(EFL)students should master since it is important for theirfuture academic achievement(Nasser,2018).The General Senior High School EnglishCurriculum Standard(2020 Revision)expects that senior high school students will be able towrite or express their ideas in English effectively.Unfortunately,the complex nature ofwriting makes it a difficult activity for many students.Many factors may contribute to thetroubles students undergo in writing;for example,they do have not much strong motivationand show little enthusiasm for English writing,or they have difficulties in developing writingskills,in particular,problems with lack of vocabulary,grammar,text organization,andmechanics.Moreover,it is also a big challenge for English teachers to find effective ways toinstruct English writing.Though teachers have spent much time guiding students,theproficiency of many students’English writing skills,writing self-regulation,and writingself-efficacy are still not high.One of the reasons is that in the background of teaching a largeclass,teachers do not have enough time to provide personalized instruction for each student’sspecific writing situation and writing process,and correcting students’written texts is a heavyburden for English teachers,and timely feedback cannot be guaranteed(Wang,2017;Cai,2006).

To find solutions to the above writing problems,an increasing number of researchershave focused their attention on collaborative language learning activities to enhance languagelearning for second language students(Oxford,1997;Ali Shehadeh,2011;Neomy&Storch,2005).Collaborative writing,in which students work together to construct different parts oftheir essays,has also attracted much attention in recent years(Calzada&María,2021;Storch,2005;Wigglesworth&Storch,2012).This collaborative writing activity can perform best in student-centered learning environments,which can help students identify and address gaps intheir writing performance and then work on their writing drafts together.To achieve this aim,teachers need to act as facilitators and more competent persons in the classroom,commentingand providing feedback on students’writing,while students need to take on moreresponsibility in their collaborative or interactive writing tasks and provide help and guidanceto their peers when necessary(Wigglesworth&Storch,2012).However,according toMcLoughlin and Lee(2007),compared to traditional writing classes,creating suchstudent-centered learning environments and collaborative learning activities places additionalburdens on teachers and educators,and time and space constraints also make it difficult forteachers to provide such learning conditions for their students.

1.2 Objectives of the Study

Based on the research gaps,this study intends to construct a Juku-mediated collaborativewriting class in Chinese EFL classrooms on the basis of the Vygotskian social-constructivisttheory of learning.One of the purposes of this study was to in本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。