The Effect Of Multi-round Continuation Writing Mode On Senior High School Students’ English Writing Anxiety

As an expressive skill,English writing combines language input with output,which gives many senior high school students fear and anxiety.The higher requirements for senior high school’s English writing in New English Curriculum Standard(2017 Edition)and the new composition of continuation writing after reading in college entrance examination highlight the importance of English writing.It is worth thinking and studying that how to alleviate senior high school students’ English writing anxiety and to improve their writing performance.However,more studies have explored the influence of different types of writing anxiety on learners’ English writing ability and writing effect.Few studies have been conducted to investigate the more effective teaching methods that affect the learners’ English writing anxiety.This study aims to study the effect of multi-round continuation writing mode on senior high school students’ English writing anxiety by selecting students as the research subjects who come from two liberal arts classes in a senior high school in Qujing,Yunnan Province.Two main questions will be explored:(1)Is there any relationship between senior high school students’ English writing performance and their English writing anxiety?(2)Does the multi-round continuation writing mode affect senior high school students’ English writing anxiety?This study mainly adopted the experimental research method,questionnaire survey method and semi-structured interview method together to examine the effectiveness of multi-round continuation writing mode on reducing English writing anxiety,focusing on the two variables of English writing performance and English writing anxiety.SPSS 23.0 software was used to process the quantitative data and transcribe the interview recordings to analyze the qualitative data.The research results illustrated that:(1)On the whole,learners’ English writing performance is negatively correlated with English writing anxiety,especially with cognitive anxiety,and generally negatively correlated with somatic anxiety and avoidance behavior.It shows that the higher the anxiety level of English writing,the worse the English writing performance.(2)Compared with the traditional imitation-recitation teaching mode,the multi-round continuation writing mode can effectively mitigate learners’ English writing anxiety.There are significant differences between the experimental class and the control class in reducing English writing anxiety.In the experimental class,learners’ writing anxiety,especially their cognitive anxiety,decreased significantly,while in the control class,there was almost no change compared with that before the experiment,and even avoidance behavior and cognitive anxiety increased to a certain extent.This study combines the multi-round continuation writing mode with the actual writing teaching class to explore its effect on senior high school students’ English writing anxiety.The results are helpful to:(1)know about the relationship between senior high school students’ English writing anxiety and their English writing performance,and the specific impact of multi-round continuation writing mode on senior high school students’ English writing anxiety;(2)broaden the empirical research of this theory,and provide new directions for English writing teaching research;(3)establish the relationship between English writing and emotional attitude,reducing its negative impact on English writing and form a good promotion relationship between them.