Application of Continuation Writing Tasks in English Teaching Practice from the Perspective of Dynamic Assessment System

Abstract

Continuation Writing Tasks, as an innovative teaching method, effectively integrates reading and writing, fostering students’ comprehensive language proficiency and creative thinking. However, issues such as the disconnection between reading and writing and the lack of a diversified assessment system commonly exist in junior high school English writing instruction, significantly restricting students’ writing ability development. This paper explores the application of dynamic assessment in Continuation Writing Tasks instruction. By emphasizing the learning process through teacher-student interaction and continuous feedback, dynamic assessment provides a powerful solution to these problems. Based on the theoretical foundations and core principles of dynamic assessment, this study delves into its practical value in Continuation Writing Tasks instruction and proposes student-centered dynamic assessment strategies. These strategies aim to stimulate students’ interest in writing, enhance their autonomous learning ability, and comprehensively improve their overall English proficiency. This research also provides theoretical support and practical guidance for junior high school English teachers to optimize their teaching approaches.