写作是高中生重要的英语技能之一，是学生综合英语能力运用的重要一环。然而，在一线教学中，研究者发现学生对于英语写作依旧存在信心不足、抗拒及畏难情绪等问题。这可能和写作教学与反馈等环节都息息相关。根据研究者的观察，大部分高中生的英语写作在日常学习中得不到良好的反馈，比如学生有时只能得到一个机器改的作文分数，其分数的可靠性还相对较低，这会导致学生随意对待分数，进而失去一个宝贵的反思和修改机会。国内外对于写作反馈的研究相对较充分，是二语习得领域的一个持续热点。然而，在中国写作教学的现有背景之下，如何利用有效的反馈方式提升高中生的写作能力仍然值得持续探索。研究者以中国高中英语写作教学为研究背景，以动态评价理论为主要理论基础，探究会谈式反馈对提升中国高中生英语写作能力的影响，力求找到一种有效且可行的反馈方式。

本研究采用行动研究范式，旨在探究会谈式反馈对高中英语写作能力是否具有促进作用，以及高中生对会谈式反馈的态度。在这其中，着重探讨有效组织会谈式反馈从而提升高中生英语写作能力的思路和方案,并为推动会谈式反馈的发展提供实践参考。本行动研究在一所普通高中的高二年级某班级开展，参与研究的学生共49人。在行动研究前，研究者先让学生进行一篇应用文写作，并让学生完成写作自我效能感问卷，两项内容同时作为前测数据，再开展为期十周的两轮行动研究，以会谈式反馈开展写作反馈，探讨该种反馈方式是否对高中英语学习者写作能力的提高有积极影响，包括对学生的写作自我效能感、写作整体表现和写作的准确性、流利性和复杂性等的影响。数据的收集包括访谈、观察、五次习作、教师反思日志等。对数据的分析表明：这49名学生对会谈式反馈持积极态度，并且学生的写作在会谈式反馈方式下，其总成绩以及准确性、流利性和复杂性都有了一定的进步，应该说，这一反馈方式在不同程度上促进了学生英语写作能力的提高和写作效能感的提升。

基于研究结论，研究者从实施准备、实施方式等内容对在高中实施会谈式反馈进行了建议。未来，研究者认为还可以从学生的认知风格以及其认知喜好对反馈的效果入手，进行更多相关的研究。

Writing is one of the critical English skills of senior high school students and an integral part of students’ overall language ability. However, in English teaching classroom, the researcher find that students still have some problems in writing, such as resistance, lack of confidence, and fear of writing. According to the researcher’s observation, most senior high school students’ English writing cannot get good feedback in their daily study. For example, students can only get a composition score given by machine, and the score’s reliability is relatively low, which leads students to treat the score casually and then lose a valuable opportunity for reflection and revision. The research on writing feedback at home and abroad is relatively sufficient, but research on feedback is still a continuous hot spot in second language acquisition. Under the current background of writing teaching in China, it is still worth exploring how to improve senior high school students’ English writing ability by giving effective feedback. With English writing teaching in senior high schools in China as the research background and the dynamic assessment theory as the main theoretical basis, the researcher explores the effects of oral conferences on improving the English writing ability of senior high school students and tries to find out students’ attitudes towards it.

This action research aims to explore whether the oral conference has a positive effect on students’ English writing ability in senior high school, as well as the attitude of senior high school students towards oral conferences. Among them, the research focuses on the modes and schemes of how to organize oral conferences effectively so as to improve the writing teaching ability of senior high school students and provides a practical reference for the future. This action research was carried out in a class of senior two in a high school, and a total of 49 students participated in the study. Before the action began, students were first asked to write practical writing and to complete the writing self-efficacy questionnaire. These two contents were both used as the pretest data and then two rounds of action research were carried out for ten weeks to discuss whether this oral feedback has a positive impact on the improvement of the writing ability of high school English learners, including overall performance and accuracy, fluency and complexity of writing. Data collection includes interviews, observation, writing texts and teacher reflection journals, etc. The analysis of the data shows that the 49 students hold a positive attitude towards the oral conferences, and the student’s overall score, accuracy, fluency and complexity and writing self-efficacy have been improved to some extent. It can be concluded that oral conferences have promoted students’ English writing ability and writing self-efficacy to varied degrees.

Based on the research conclusion, the researcher makes suggestions on the implementation of oral conferences in senior high school from the aspects of feedback preparation and implementation mode. In the future, the researcher believes more studies can be conducted on cognitive styles of different learners and the impact of cognitive preferences on feedback efficiency.