A Correlational Study Of Senior High School Students’ English Writing Anxiety,Writing Strategies And Writing Achievement

This study investigates the anxiety of senior high school students in English writing.And to explore the relevance of high school students’English writing anxiety to writing strategies and writing achievements.The research questions are as follows:1)What is the current situation of high school students’ English writing anxiety?2)Does high school students’ English writing anxiety affect the use of their writing strategies?3)Does high school students’ English writing anxiety affect their English writing scores?This study takes 102 students in the second year of a high school in Yanji as the questionnaire survey.Taking the questionnaire survey as the main research method.The data collected were analyzed by the descriptive statistics of SPSS 24.0 statistical software,the T test of the paired sample and the Pearson correlation coefficient.And uses interview method to assist the verification results.The results are as follows:1)High school students have a moderate degree of anxiety when writing English.Among them,high school students’ English writing anxiety has the highest proportion of cognitive anxiety,followed by physical anxiety and avoidance anxiety.High anxiety students have the highest cognitive anxiety,and Low anxiety students have the highest physical anxiety.2)The use of English writing strategies by high school students is at a medium level.Among them,the pre-writing strategies use the lowest frequency,then the while-writing strategies and the post-writing strategies.High anxiety students seldom use English writing strategies.Low anxiety students often use English writing strategies.High and low anxiety students use different English writing strategies when writing.English writing anxiety and writing strategies of high school students showed a significant negative correlation,indicating that the higher the anxiety students show the lower frequency in using English writing strategies.3)High school students’ English writing achievement are generally good.However,there are no high-segment students in the English writing scoring standard,and a small number of students do not meet the passing requirements in English writing.High and low anxiety students have significant differences in their English writing achievement.The high school students’ English writing anxiety and writing performance showed a significant negative correlation,indicating that the higher the English writing anxiety,the lower the students’ English writing achievement.Based on the above findings,this paper summarizes the following enlightenments and suggestions for English writing teaching and learning:1)Teachers should emphasize the importance of reasonable allocation of writing time,students should learn to allocate time to complete writing.2)Teachers could encourage the students to evaluate the composition of the classmates through the group’s mutual evaluation composition;students should actively communicate with the teachers,understand each other and make progress together.3)Teachers should first develop students’ writing interests,and students should actively accumulate writing materials and topics.4)In the process of teaching,teachers should have targeted and differentiated guidance and teaching of English writing for students.5)Teachers can adopt the method of individual conversation,through psychological counseling to students,and as friends to listen to students’ real thoughts,guide students to learn self-suggestion,maintain optimism,full of self-confidence,help them to avoid anxiety.6)Teachers should introduce other writing strategies to students,especially the use of pre-writing strategies;students should learn to use multiple pre-writing strategies.7)Teachers can allow students to practice more in writing.8)Teachers can appropriately integrate the teaching content of writing in other course types.Students should pay more attention to training the basic writing skills.