An Investigation On Senior High School Students’ English Writing Anxiety With The Reform Of New College Entrance Examination In Jiangxi Province

In the post-epidemic era,the study of emotion in the field of SLA has attracted wide attention from scholars.Although there have abundant studies of senior high school students’ English writing anxiety,the research on English writing anxiety of senior high school students in urban and rural areas is still limited.With the reform of new college entrance examination in Jiangxi province in 2024,continuation writing will be added and the total score of writing will be increased from 25 to 40,which puts forward higher requirements for students’ English proficiency.How to help students overcome the confusion and anxiety brought by the new college entrance examination English test has become a common concern of teachers,students and parents.Therefore,with the reform of new college entrance examination in Jiangxi province,it is necessary to study the current situation of senior high school students’ English writing anxiety,analyze the causes of writing anxiety and propose solutions.The study adopted questionnaire and interview to investigate the current situation of English writing anxiety of senior high school students in the urban and rural areas of Ganzhou city in order to explore the causes of writing anxiety and put forward the effective strategies to alleviate writing anxiety.The research objects were 802 Senior1 and Senior 2 students from eight high schools in urban and rural areas of Ganzhou city,792 of whom did the questionnaires validly.The questionnaire consists of five dimensions: classroom teaching anxiety,knowledge preparation anxiety,conceiving anxiety,avoidance behavior and lack of confidence.The study used software SPSS26.0 to analyze the questionnaire data,supplemented by semi-structured interviews for qualitative research.The paper mainly explored the following three questions:(1)What is the current situation of senior high school students’ English writing anxiety with the reform of the new college entrance examination in Jiangxi province?(2)Why do senior high school students have English writing anxiety?(3)How can we alleviate senior high school students’ English writing anxiety?Through the quantitative and qualitative analysis of the data,the following results are obtained.Senior high school students in generally experience moderate English writing anxiety.English writing anxiety of senior high school students differ significantly by gender,grade and region.In addition,combined with attribution theory and Bai(2017: 74-82)’s English Writing Anxiety Inducing Factors Scale,the study comprehensively analyzed the internal and external causes of senior high school students’ English writing anxiety.The internal causes of the students themselves mainly include the lack of strong English proficiency,expression ability and positive learning emotion.The external causes include teacher factors,characteristics and difficulty of writing tasks,school factors and social factors.Among them,the teacher factor is subdivided into the teaching mode and the evaluation feedback.School factors include the school’s concept of “cultivating scores” and the absence of school teaching training and learning consultation opportunities.Social factors mainly involve education “involution”,urban-rural education gap and parents’ over-high expectations.Finally,this paper put forward some suggestions to relieve senior high school students’ English writing anxiety from the aspects of teachers,students,schools,parents and society.