A Study On The Relationship Among English Writing Strategies,English Writing Self-efficacy And English Writing Achievement Of Senior High School Students

With the development of globalization,English,as an important communicative media,plays an important role in all fields,especially in the educational area.In 2017,the English Curriculum Standards for Senior High Schools was promulgated and implemented.The new curriculum clearly states that the curriculum content of senior high school English is the basis of the development of students' core literacy of English subjects,and it is the ultimate goal of English curriculum to develop students' listening,speaking,reading and writing abilities.Therefore,how to improve these abilities effectively has become a hot topic among scholars and an issue of concern to the teacher.At present,there are many related researches at home and abroad.For example,a few researches on the self-efficacy of English writing in senior high school have been done.However,there is few researches focusing on the relationship among English writing strategies,English writing achievement and English writing self-efficacy.During the investigation,the author finds that the English learning level of the students in Affiliated Middle School of Inner Mongolia Normal University is high,but these students still think that there are great difficulties in English writing.In view of this investigation,this paper will be developed from the above three aspects and the problems found in the investigation.This study takes the Affiliated Middle School of Inner Mongolia Normal University as an example,which aims to investigate the present situation of high school students' English writing self-efficacy,English writing strategies and English writing achievement,and to analyze the relationship among them.At the same time,it can also explore the existing problems and find the effective way to promote the practical teaching and learning.The following are the questions to be explored in this paper.(1)What is the current situation of the English writing self-efficacy,English writing strategy and English writing achievement of students in senior middle school?(2)What relations exist between English writing self-efficacy and English writing achievement?(3)What relations exist between English writing strategies and English writing achievement?(4)What relations exist between English writing self-efficacy and English writing strategies?In this paper,SPSS 22.0 is used to analyze the data and some methods are involved,including descriptive analysis,paired sample T-test,one-way ANOVA and Pearson correlation analysis method.Therefore,conclusions can be drawn:(1)From the perspective of current situation,high school students' English writing level belong to the medium level or above,and most of them have a sense of self-efficacy above the average level.However,theEnglish writing strategies of senior high school students are uneven.The use of cognitive strategy,compensation strategy and meta-cognitive strategy are at the high level,while the use of social strategy is at the low level.(2)There is a significant positive correlation between high school students' English writing self-efficacy and their English writing achievement.That is,students with poor English scores have a relatively low level of self-efficacy in English writing.On the contrary,students with a high level of self-efficacy will be more confident in English writing,so they will have good performance in English writing.(3)In general,the significant positive correlation between English writing strategies and English writing achievement of senior high school students is reflected in this study.However,from the perspective of specific strategies,there is no significant positive correlation between students with different level of English writing in using social strategy and affective strategy.(4)In terms of the relationship between high school students' English writing strategies and English writing self-efficacy,there is a significant positive correlation between them.At the same time,students with high self-efficacy use writing strategies more frequently than students with low self-efficacy.However,it is worth mentioning that the use of social strategy has no significant effect on students' English writingself-efficacy.Finally,based on the results,the author puts forward some suggestions for improving the practical teaching and learning,and points out the limitations of this study and the suggestions for future research.