introduction

The Curriculum Standards emphasize the importance of comprehension and expressive skills in language learning, and promote the integration of reading and writing teaching. At present, research on the integration of high school reading and writing teaching mainly focuses on textbook discourse, lacking exploration of students' writing difficulties. High school students generally suffer from writing anxiety, which affects their writing performance. Foreign language writing anxiety is more common than native language writing and has a negative impact on learners' attitudes, achievements, and performance. English newspapers and magazines are widely used in middle school English teaching, but empirical research is insufficient. The aim of this study is to investigate the impact of a reading and writing task based on English newspapers on high school students' writing proficiency and writing anxiety.

research design

An empirical study was designed to investigate the impact of a reading and writing combination task based on English newspapers on high school students' writing proficiency and writing anxiety. The research subjects are two classes of a regular high school in a district of Chengdu, with 40 students in the experimental class and 40 students in the control class. The research method adopts a quasi experimental research approach, and data collection includes survey questionnaires, standardized tests, and interviews. The experimental process includes pre-test, experimental intervention, and post test. The experimental intervention lasts for 8 weeks, and students engage in 2-3 newspaper based reading and writing learning activities per week. Quantitative data analysis and text content analysis were used for data analysis, and descriptive statistics and t-tests were conducted using SPSS 26.0.

conclusion and discussion

This study compared the scores of the experimental class and the control class in the written expression section of the grade standardized English test, and found that the difference in the average written expression score of the experimental class students gradually narrowed, and the overall writing level improved significantly. The analysis of the writing texts of the experimental class students shows that their reading enthusiasm has been mobilized, and students with lower writing skills have shown significant improvement. The writing content is becoming increasingly rich and profound, and some students' writing skills have steadily improved. In addition, the impact of newspaper based reading and writing tasks on high school students' writing anxiety has also been studied. There is a significant difference in the overall writing anxiety values of students before and after the experiment, with a decrease in physical anxiety, behavioral anxiety, and cognitive anxiety values. Student interviews have shown that newspaper content can stimulate students' interest, and choosing reading content independently has a positive impact on students. The combination of reading and writing tasks based on newspaper reading can guide students to generate real ideas based on reading, reduce writing anxiety, and enhance writing motivation. In summary, the combination of reading and writing tasks based on newspapers and magazines can have a positive impact on students' writing proficiency and writing anxiety.

Research insights

This chapter points out that combining reading and writing tasks based on English newspapers and magazines can reduce students' writing anxiety, cultivate positive emotions, and improve writing skills. Teaching inspirations include: providing rich and diverse text input to enhance reading interest; Empowering students with autonomy in reading and writing; Emphasize the importance of writing promptly after reading. There are limitations to the research, such as a short experimental period and a lack of exploration of evaluation methods and their impact on different students. Nevertheless, the research findings support the combination of newspaper reading and writing tasks as an effective teaching strategy for improving writing skills and reducing writing anxiety.