| Writing is a complex task that requires not only a certain amount of vocabulary and grammar,but also cognitive and affective engagement of learners.What’s more,the new English Curriculum Standards for Compulsory Education(2022-year Edition)clearly states that students should actively self-evaluate and reflect on their English learning.They are expected to improve their learning efficiency and self-control.At the same time,students need to maintain motivation and self-confidence.In recent years,the study of writing self-efficacy and self-regulated learning(SRL)writing strategies in English writing has received increasing attention in the field of second language acquisition.Currently,there are abundant studies on writing self-efficacy and self-regulated learning(SRL)writing strategies,but there are few studies on the relationship between the two.Therefore,this study investigates the overall situation of students’ English writing self-efficacy and self-regulated learning(SRL)writing strategies in a junior high school in Foshan City,Guangdong Province,and analyzes the correlation between them in order to provide some effective and enlightening suggestions for junior high school English writing teaching.This paper uses Self-efficacy Theory and Self-regulated Learning Theory as the theoretical foundations,and uses questionnaires and an interview to investigate 218 students from a junior high school in Foshan City.The Second Language Writer Self-Efficacy Scale(L2WSS)(Teng et al.,2018)and the Writing Strategies for Self-Regulated Learning Questionnaires(WSSRLQ)(Teng & Zhang,2016)are adopted to make investigations.There are three research questions:(1)What’s the overall situation of the students’ English writing self-efficacy in junior high school?(2)What’s the overall situation of the students’ use of English SRL writing strategies in junior high school?(3)Is there any correlation between the students’ English writing self-efficacy and use of SRL writing strategies in junior high school? If yes,how are they related?The research results indicate that:(1)Students’ English writing self-efficacy is generally at a high level.Students’ performance self-efficacy is higher than the other two dimensions.(2)The use of SRL strategies in junior high school students’ English writing is at an upper-middle level.Among them,the use of feedback handling strategy,course memory strategy,motivational self-talk strategy and emotion control strategy is better.However,the use of idea planning strategy and peer learning strategy is at a medium level.(3)There is a significant positive correlation between self-efficacy in English writing and use of SRL writing strategies.Moreover,the three dimensions of writing self-efficacy are significantly positively correlated with the nine strategies of text processing,course memory,idea planning,goal-oriented monitoring and evaluating,peer learning,feedback handling,interest enhancement,motivational self-talk,and emotional control,among which the correlation coefficient between writing self-efficacy and peer learning strategy is relatively low.Based on the above findings,this study puts forward the following suggestions to improve students’ level of self-efficacy in English writing and the use of SRL writing strategies,so as to improve the efficiency of English writing teaching in junior high schools.For students,firstly,they are supposed to take steps to regulate their emotions when their negative emotions arise.They can distract themselves temporarily from the environment that makes them feel anxious or by giving themselves positive psychological cues.Secondly,they can try their best to incorporate personal interests in writing and actively develop an interest in writing.Finally,they need to focus on reflection on the writing learning and process.For English teachers,they would better give positive feedback to students from various perspectives,pay attention to the writing training in the usual writing class,and encourage students to use appropriate SRL writing strategies to improve their writing learning. |
