A Study Of Senior High School Students' English Writing Anxiety And Their Use Of Self-regulatory Strategies

English writing is one of the basic language skills that senior high school students should master.Many scholars home and abroad have done many researches on foreign language writing anxiety and have made great achievements.These researches are mainly concentrated on the areas of measurement of foreign language writing anxiety,the relationship between writing achievement and writing anxiety and foreign language writing strategies and so on.However,studies on self-regulation strategies are scarce.Self-regulation is one of the important factors which influence the regulation of anxiety as well as the writing anxiety.How to help senior high school students ease their writing pressure and increase their interest and achievement in English writing? It's a problem needed to be solved.The study takes 300 senior high school students in a Fujian senior high school as subjects,and employs the Second Language Writing Anxiety Scale and the English Writing Anxiety Self-regulation Strategies Scale to test the senior high school students' anxiety of English writing and the application of self-regulation strategies.These two scales have been tested and have a good reliability and validity.The author analyzes the collected data through One-way ANOVA and co-relationship test in SPSS21.0 in order to explore the difference of writing anxiety,the usage of self-regulation and the co-relationship between English writing anxiety and self-regulation of from varied writing achievements of students.The result shows that it is a common phenomenon that most senior high school students are at the intermediate level English writing anxiety,and the frequency use of self-regulation strategies also in middle range.In the study,we can find the correlations of writing anxiety and writing achievements,self-regulation are both negative.At the same time,as is shown in the study,there is a negative correlation between writing and self-regulation,but in the side of avoidance strategy the correlation is positive,which means that the higher level of writing anxiety,the more avoidance strategies will be used.Negative strategies can't help ease writing anxiety.On the contrary,these negative strategies will block the progress in writingachievement to some extent.Consequently,they should use positive self-regulation strategies more often,so as to improve their writing achievements.This study has enriched the survey research on foreign language writing anxiety and self-regulation strategies to some extent.It proves the advice about reducing writing anxiety and improving writing teaching effect from both students' and teachers' perspective,which has practiced significance.