A Study On The Correlation Among Senior High School Students’ Use Of Metacognitive Writing Strategies,English Writing Self-Efficacy And Writing Performance

English writing,as one of the four fundamental English skills,plays a crucial part in ESL and EFL teaching and learning.How to enhance students’ writing performance is a major concern of English instruction and research.The present study is intended to examine the status quo of students’ use of metacognitive writing strategies and English writing self-efficacy and investigate the relationship among students’ use of metacognitive writing strategies,English writing self-efficacy and English writing performance and how well the metacognitive writing strategies and English writing self-efficacy predict the English writing performance of senior high school students.The current study further enriches the correlational research concerning metacognitive writing strategies,writing self-efficacy and English writing performance from the theoretical perspective.Moreover,the present study can also remind teachers to consciously develop students’ metacognitive writing strategies and stimulate their English writing self-efficacy to improve their English writing performance.The research questions are listed as follows:1.What’s the status quo of senior high school students’ use of metacognitive writing strategies and writing self-efficacy in English writing?2.Is there any relationship among students’ use of metacognitive writing strategies,English writing self-efficacy and writing performance? If yes,what’s the relationship among them?3.Does students’ use of metacognitive writing strategies and English writing self-efficacy predict their writing performance? If yes,how do they predict their English writing performance?The research is designed as follows: first,participants were chosen from three natural classes in Senior One of Fengcheng Senior High School,Jiangxi province.Secondly,the researcher selected one of the classes to participate in the pilot study that was conducted to confirm the reliability of two adopted questionnaires named“Metacognitive Writing Strategies Questionnaire” and “English Writing Self-efficacy Questionnaire” respectively.The results show that two adopted questionnaires whose reliability coefficient are 0.90 and 0.86 respectively,turning out to be of high reliability.Then,100 participants from the rest two classes were engaged in the actualstudy and their questionnaires and writing scores were collected.At last,the related data were entered and analyzed by means of SPSS 17.0.The research findings are: Firstly,senior high school students are moderate users of metacognitive writing strategies and their English writing self-efficacy is just a little above average.Secondly,there exist a nearly high and significant relationship between students’ use of metacognitive writing strategies and English writing self-efficacy(R=0.676),a moderate and significant relationship between English writing self-efficacy and writing performance(R=0.395)but a relatively low and significant relationship between students’ use of metacognitive writing strategies and English writing performance(R=0.209).Thirdly,English writing self-efficacy powerfully predicts students’ writing performance but metacognitive writing strategies doesn’t.Students’ use of metacognitive writing strategies has an indirect influence on writing achievement with writing self-efficacy serving as a mediator.Based on the research findings,the researcher discussed some pedagogical implications to enhance students’ English writing performance.To sum up,metacognitive writing strategies and English writing self-efficacy should be emphasized and incorporated into EFL writing instruction in order to facilitate students’ English writing.