The Effects Of The Self-regulated Strategy Development Model On Senior High School Students' English Writing Self-efficacy And Writing Performance

Writing in English is a complicated and challenging process.With the globalization of the society,English writing is gaining increasing importance.For senior high school students,writing is not only a way of testing learning results,but also an essential skill necessary for future development.Thus,it is of vital importance to improve students,writing performance and confidence.This paper focuses on the effects of the self-regulated strategy development model(SRSD)on improving students' English writing performance and writing self-efficacy,and tries to provide guidance for English writing instructions in senior high schools.The three-month study was conducted in a senior high school in Suzhou,in which 80 students from two natural classes were selected as study subjects.The two classes were instructed by the same teacher with different approaches.One class,selected as the control group,received routine writing instructions while the other,as the experimental group,was guided with writing instructions based on the SRSD model.A writing self-efficacy scale and two persuasive essay writing tasks were used to collect data and the software SPSS 16.0 was used to analyze the data.This paper analyzed the effects of the self-regulated strategy development model on students' English writing performance and writing self-efficacy,and the results of the study are summarized as follows:Firstly,compared with routine:instructions,writing instructions based on the SRSD model can better improve high school students' English writing efficacy.The results indicated that both groups improved their writing self-efficacy;meanwhile,the SRSD group presented significantly higher level of writing self-efficacy.To be specific,the SRSD group presented significant increase in strategies-related self-efficacy while as far as non-strategies-related self-efficacy and revision-strategies-related self-efficacy were concerned,the two groups indicated little significant difference.In conclusion,SRSD instructions are more effective in improving high school students' English writing self-efficacy,especially strategies-related self-efficacy.Secondly,compared with routine instructions,the instructions based on the SRSD model can significantly improve senior high school students' writing performance.Both groups made progress in writing performance,which indicated both routine instructions and SRSD instructions played positive roles in improving students' writing performance;meanwhile,the SRSD group had better performance in writing,which indicated significant statistic difference with the control group.Based on these findings,conclusions can be drawn that straightforward SRSD instructions on students' writing process,including the analysis of the genre and the training of writing strategies,are of great help in improving students' writing performance.The results of data analyses show that instructions based on the SRSD model can help students achieve a better understanding of the writing process and have a better command of their own writing process as well as writing strategies so as to improve their English writing self-efficacy and writing performance.Writing instructions based on the SRSD model provide a possible way for teachers to improve high school students' English writing self-efficacy and writing performance.