A Study On The Correlation Between Senior High School Students' English Writing Strategies And Writing Self-efficacy

English Curriculum Standard for Senior High School(2017 edition)emphasizes the function of discourse and language skills in language knowledge.In fact,it is necessary to make proper use of discourse knowledge to organize discourse structure in English composition.Language skills are an important part of language ability,including listening,speaking,reading and writing skills and the ability to use these four skills.Researchers at home and abroad have explored English writing ability,the correlation between English writing strategies and writing self-efficacy(Kobayashi & Rinnert,1992;Lu Wenjun,2006;Gu Shimin et al.,2018).However,the correlation among English writing strategies,writing self-efficacy,and English writing level is mostly studied among college students,according to the CNKI's foreign language core journals and education core journals.There is no literature on the study of high school students based on previous studies.In this study,412 first-year senior high school students were investigated with“Questionnaire on English Writing Strategies of high school” and “Questionnaire on English Writing Self-efficacy of high school” for senior high school students.This paper provides a valuable direction for the future research on the sustainable development of senior high school students' English writing learning.It helps students adjust their English writing strategies,and improves their writing self-efficacy,so as to improve the efficiency of English writing learning and teaching.Through data analysis of SPSS21.0,the main findings are as follows: high school students can use various writing strategies to help them write,but the level of use of various writing strategies is not high;The level of English writing task self-efficacy of senior high school students is slightly higher than that of English writing skills self-efficacy;There is a positive correlation between the six categories of English writing strategies and the three kinds of writing self-efficacy,but the correlation is not balanced.The study suggests that improving students' self-efficacy in English writing can also increase students' enthusiasm in English writing.In teaching,we should improve the training of all kinds of specific writing strategies in a balanced way,andtrain the students' sense of using social/emotional strategies,especially self-monitoring,seeking help and self-monitoring,pay attention to the use of remedial strategies,including revision and rewriting,and help students develop a focus on the use of strategies after writing.