A Study on the Use of Information Technology to Facilitate Deep Learning in Secondary School English Writing

DOI: https://doi.org/10.62517/jhet.202615233

Author(s)

Xiaoran Li

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

English writing is a vital component of secondary school English teaching; it serves not only as a key means for students to apply their knowledge and skills of the English language in an integrated manner, but also as an important avenue for cultivating their thinking abilities and creativity. However, traditional secondary school English writing instruction suffers from issues such as insufficient writing practice, monotonous teaching methods, and one-sided teacher assessment. The integration of information technology offers new approaches to addressing these challenges. Taking the ‘Animals in Danger’ writing lesson as an example, this paper details the implementation pathways for IT-enabled deep learning in secondary school English writing. These include: using IT to generate multimodal materials to activate background schemas; utilising IT to assist in analysing discourse features and cultivate higher-order thinking; providing writing resource packs to support personalised learning; and employing IT to facilitate immediate, multi-dimensional assessment to enhance learning capabilities. These approaches collectively contribute to improving students’ English writing proficiency and deep learning abilities.

Keywords

Secondary School English; English Writing; Information Technology; Deep Learning

References

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