Application of Task-based Language Assessment in College English Writing Teaching

DOI

10.2991/icedem-18.2018.101How to use a DOI?

Keywords

Task-based assessment; Task; English writing teaching

Abstract

Despite task-based assessment’s popularity in many countries including Canada and America, there are not many researches that combine it with English writing teaching in China, especially researches on using task-based assessment to solve the problem of unsatisfactory writing teaching at colleges. In order to solve some existing problems resulting from traditional English writing teaching at colleges, the researcher attempts to introduce it into English writing teaching for non-English majors at colleges to testify its effectiveness and practicality in qualitative and quantitative analysis. The researchers apply the model to the writing course of a group, and apply the traditional model for another group in Xi’an Peihua University for one semester. The results show that the assessment can exert a positive influence on students’ writing and positive feedback on teaching. The teacher has a thorough understanding of students’ writing; students can finish the task designed to reach the aim of communication; their interest in writing is aroused and their autonomy is cultivated in a harmonious atmosphere; their writing abilities are promoted.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qiaochan Liu
PY  - 2018/12
DA  - 2018/12
TI  - Application of Task-based Language Assessment in College English Writing Teaching
BT  - Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018)
PB  - Atlantis Press
SP  - 404
EP  - 408
SN  - 2352-5398
UR  - https://doi.org/10.2991/icedem-18.2018.101
DO  - 10.2991/icedem-18.2018.101
ID  - Liu2018/12
ER  -