An Empirical Study On The Effects Of Self-monitoring Strategies On The English Writing Level Of Senior High School Students

Writing is one of the fundamental skills about listening,speaking,reading and writing in English learning.English writing reflects learners’ interal understanding as well as plays an irreplaceable role in teaching.In terms of the core accomplishment of English subject,English Curriculum Standard of General Senior High School 2017,requires that students in senior high must reach the level 7,that is,students ought to have preliminary and practical skill in writing.Also,they can present facts,opinions,emotions,imagination and exchange information to cultivate normative writing habits.Currently,scholars have found many problems during the process of studying English writing teaching,for example,students lack of reasonable composition guidance and there are too many theoretical explanations and less time for practical training（Ma hailan,2017）.Undeniably,most of the current teaching is cramming and mechanistic.In English learning,students lose their enthusiasm and autonomy gradually.Meanwhile,teachers become unmotivated because of failing to receive students’ feedback.In this condition,it is urgently needed new theories and strategies to achieve effective teaching.So the self-monitoring strategy,guided by metacognitive theory,can provide some new directions for English teaching mode,to bring hope and sunshine in learning.This study is on the basis of metacognitive theory and output theory,exploring the influence about self-monitoring strategy to senior high students’ English writing competence.Totally taken 96 students into account for the subjects,from two parallel classes in grade one of a key senior high school in Harbin.Combined quantitative with qualitative methods,it requires 13 weeks to get the knowledge of the following two questions:（1）Through qualitative and quantitative research methods,whether the training of self-monitoring strategy affects high school students’ English writing level?（2）Does the attitude of high school students to this strategy affect their English writing level? First of all,the author pretest ed for the experimental class and the control class through testing method.Then,the experimental class was trained in self-monitoring strategy teaching for nearly a semester,while the control class was taught and trained with the mode of traditional writing teaching.After the experiment,postwritings,questionnaires and interviews were used to explore whether the students’ English writing level was improved and whether it was a correlation with their attitude.And then SPSS was for analysis and research.The research can be found that the English writing level of the experimental students（4.639）is enhanced obviously than the control class（0.23）in traditional teaching,under the impact of self-monitoring strategy.In writing,the aspect of content,language use and mechanics have a significant effect while the organization and vocabulary don’t.Furthermore,students’ English writing level can be affected by their attitude and orientation towards this strategy.The better their English grade is,the more acknowledged the strategy is.Finally,this study provides some teaching enlightenment for the cultivation of high school students’ self-learning ability in English writing.