| English writing,an important skill in English learning process reflects students’ ability of using English to process and organize information in order to express their ideas.General High School English Curriculum Standard(2017 Edition)proposed that learning and mastering certain pragmatic knowledge is conducive to improving students’ ability to use English effectively and flexibly.Therefore,English writing occupies an essential role in senior high school students’ learning which will be tested in various ways and the score of English writing in college entrance examination is increased as well.However,writing is regarded as a complex task which becomes a challenging and tough problem to students.Therefore,how to conduct effective strategies on text processing and improve students’ writing ability and performance becomes an important issue concerning to the academic community.Self-regulated learning strategies of English writing can help students organize information with strategies and Motivational regulation strategies are the strategies which can motive students’ enthusiasm and persistence.Manchón et al.(2007)reported that successful writing not only requires students’ cognitive and metacognitive engagement,but also demands their motivational control in deploying a variety of strategies to increase their efforts and persistence in completing writing tasks.Therefore,a successful writer needs both Motivational regulation strategies and self-regulated learning strategies.This study is to examine the current situation of the use of Motivational regulation strategies,self-regulated learning strategies of English writing and their relationship with writing performance.The research questions in this study are(1)What is the overall situation of Motivational regulation strategies and self-regulated learning strategies of English writing used by senior high school students?(2)What are the relations between motivational regulation strategies,self-regulated learning strategies of English writing and writing performance?(3)What is the influential path of motivational regulation strategies,self-regulated learning strategies of English writing and writing performance? This study is based on the motivation theory,self-regulated learning theory and writing strategy theory,with the aids of questionnaires of Motivational regulation strategies,English writing strategies of self-regulated learning,writing test and semi-interview.The author surveyed 288 students from key classes of a senior high school in Baotou city.The data have been analyzed in SPSS 25.0,Amos 24.0 and SPSSAU which includes descriptive statistical analysis,correlation analysis,multiple linear regressive analysis,SEM(structural equation model)and mediation effect model analysis.In view of above research questions,the author draws the following research findings: firstly,the frequency of the use of motivational regulation strategies is at the medium level,among which emotional control(m=3.5382)is the most frequently used strategy and mastery self-control(m=2.1962)is the least frequent used strategy by senior high school students.What’s more,the use of self-regulated learning strategies is at medium level as well.The most frequently used strategy is course memory of cognitive strategy(m=3.7622),while the least frequently used strategy is metacognitive strategy(m=2.6566).Meanwhile,there exist significant differences between different genders,subjects and writing proficiency in these two kinds of strategies.Girls,arts and high-level proficiency group tend to use more strategies.Secondly,there is significant high and positive relationship between the use of motivational regulation strategies and self-regulated learning strategies.Besides,the correlation between motivational regulation strategies and writing performance is significantly low and positive,while there is a significant medium positive relationship between self-regulated learning strategies and writing performance.Additionally,self-regulated learning strategies is a more powerful predictor to writing performance.Thirdly,motivational regulation strategies have a direct effect on self-regulated learning strategies of writing containing cognitive strategies,metacognitive strategies.And course memory has direct effect on wiring performance.The author also found that cognitive strategies and metacognitive strategies of the self-regulated learning strategies play mediated roles between motivational regulation strategies and writing performance.Through the study of English writing among senior high school students,this thesis discusses the relationship between Motivational regulation strategies,self-regulated learning strategies of English writing and writing performance.Based on the above research findings,the author not only puts forward some concrete suggestions on teaching English writing from the aspects of motivational regulation strategies and self-regulated learning strategies in senior high school learning but provides further evidence on the function of motivational regulation strategies in the self-regulated learning theory. |
