Mediating Role Of English Writing Anxiety In The Relationship Between Metacognitive Strategy And Learners' Writing Proficiency Of Senior High School Students

English writing is an important output skill in English learning,and more and more researchers have begun to focus on the research in English writing.Meanwhile,English learning strategy and learning anxiety are two important cognitive and affective variables in the process of second language acquisition.As one of learning strategies,metacognitive strategy is widely used in vocabulary,listening,reading and other subjects.But less studies focus on English writing,especially in senior high school students' writing.Moreover,students without the knowledge of metacognitive strategy will be in a confused situation and produce anxiety in the process of writing.That uncertain state will increase their anxiety and influence writing proficiency.Besides,many researchers consider that English writing proficiency is influenced by learning strategy and anxiety.And learners' proficiency of learning strategy will affect their anxious state,which could also affect the quality of their language output in writing.Based on these views,there is a mediating role of anxiety in the relationship between learning strategy and writing proficiency.However,few studies aimed to explore the relationship among English writing anxiety,metacognitive strategy and learners' writing proficiency.Meanwhile,few empirical studies focus on the mediating role of writing anxiety.Therefore,this study aims to explore the relationship among metacognitive strategy,English writing anxiety and writing proficiency of the senior high school students and find the mediating role of writing anxiety in the relationship between metacognitive strategy and writing proficiency.Three research questions are put forward in this study.The first is what are the relationships between metacognitive strategy and learners' writing proficiency? The second is what are the relationships between metacognitive strategy and learners' writing anxiety? The third is what kind of mediating role can writing anxiety play between metacognitive strategy and learners' writing proficiency? In order to answer these above questions,this research investigates 109 students from an ordinary senior secondary school in Hebei province.In order to examine the reliability of the questionnaires,the pilot study of two questionnaires have been conducted respectively.Only after the pilot study produces a satisfactory result can those two questionnaires be applied to the formal experiment.This study uses metacognitive strategy questionnaire,writing anxiety questionnaire and English writing tests to collect information and data.Descriptive analysis,correlation analysis and regression analysis are used by SPSS.At last,it also puts some suggestions for future English writing.This research has three findings.(1)In English writing,there is a positive correlation in the relationship between metacognitive strategy and learners' writing proficiency.Planning,monitoring and evaluation strategies are all correlated to the writing proficiency.Generally speaking,writing proficiency increases as the increase of metacognitive strategy,especially evaluation strategy.What's more,it has a positive predictive effect on writing achievement.(2)In English writing,there is a negative correlation in the relationship between English writing anxiety and metacognitive strategy.The correlation coefficient of evaluation is higher than monitoring and planning,it means the lower use of metacognitive strategy,the higher degree of writing anxiety is,and vice versa.Metacognitive strategy has a negative predictive influence on writing anxiety,it can contribute to reducing writing anxiety by its predictive effect.(3)Based on the results of mediating role,there is really a partial mediating effect of writing anxiety and metacognitive strategy can affect learners' writing proficiency by writing anxiety.Based on the findings,it concludes that learners' writing proficiency may caused by different metacognitive strategies.Learners with high anxiety will reduce language output and affect their achievement.And the influence degree of the anxious state on students' examination result is varied.Therefore,learners should learn more knowledge about metacognitive strategy,and it will help to alleviate their writing anxiety and promote their writing proficiency and learning abilities.