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本文是一篇英语教学论文发表，笔者经过16周的实验，对定性和定量数据进行了分析，以检验互动写作教学在高中英语写作课堂上的应用是否有效。

Chapter One Introduction

1.1 Background of the Study

Writing,one of the basic fields of skill in language(Harmer,2002),is a powerfulinstrument to enhance comprehension,assist learning and facilitate communicationwith others(Graham et al.,2019).It is also a form of communication to expressthoughts and feelings through language.The improvement of writing ability canpromote the comprehensive development of students’listening,speaking,and readingabilities(Saed&Omari,2014).Writing is also an efficient way to strengthen students’thinking ability,cultivate their comprehensive innovation ability,and test theircomprehensive language ability in the English tests(Chen&Xiao,2012).Besides,English writing is regarded as an elementary skill that needs to be mastered by allstudents in the English curriculum standards for compulsory Education(Ministry ofEducation,2022).Given the function of writing,it is necessary for students to attainthis language skill during their language learning process.

Despite learning English for several years,numerous junior high school studentsremain weak in their writing performance.The mastery of writing for most students inthe EFL/ESL context is still considered as hard work since they have to learn aboutseveral aspects,such as organization,content,vocabulary,grammar,and mechanics(Anna,Bustami&Hendra,2016).Actually,English writing has become a bigchallenge for both teachers and students for many years.On the one hand,Englishteachers are struggling to find effective writing teaching methods to improve theeffect of writing teaching,but they could hardly get satisfactory results.Meanwhile,the usual practice of teaching English writing is mostly based on some traditional techniques and methods(Bukhari,2016,such as the product approach and the genreapproach.On the other hand,students have no confidence in writing and complainthat it is hard for them to improve their writing ability no matter how much effort hadbeen put into writing(Qin,2009).In addition,most students’compositions are usuallycomposed with inappropriate vocabulary,illogical statements,and incoherentexpressions.As a result,they fail to fully express their ideas through writing.Thus,it’s urgent for English teachers to explore a more effective writing teaching mode,soas to motivate students to write effectively and attain better writing performance.

1.2 Purpose of the Study

Compared with the product approach,interactive writing teaching hasoutstanding benefits.The study aims to apply interactive writing teaching to theteaching practice of English writing in junior high school and explore the impact ofthis method on students’English writing motivation and writing performance.It isalso hoped that the study can provide certain guidance for junior high school Englishteachers to carry out writing teaching and enrich the empirical study of junior highschool English writing teaching.

Chapter Two Literature Review

2.1 Interactive Writing Teaching

The definitions,features,and principles of interactive writing teaching will bediscussed in this section.

2.1.1 Definitions of Interactive Writing Teaching

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