A Study On The Relationship Among English Writing Anxiety,Writing Self-efficacy And English Writing Performance Of Senior High School Students

It is proposed that English teaching in senior high schools should comprehensively cultivate students’ comprehensive language application ability in English Curriculum Standards for Senior High Schools(2017Edition).English writing is regarded as an important expressive skill,which is one of the important means for learners to transmit information,express emotions and exchange ideas.A large number of studies show that English writing anxiety and writing self-efficacy are the two important emotional factors that affect students’ English writing performance.At present,many researchers have found that students’ English writing self-efficacy and writing anxiety are related to their writing performance respectively.However,there is little research on the relationship among three variables and the mediating role played by writing self-efficacy.Therefore,this study aims to explore the relationship among senior high school students’ English writing self-efficacy,writing anxiety and writing performance,and further prove the mediating role of writing self-efficacy on this basis.Based on the Affective Filter Hypothesis and Self-efficacy Theory,this study conducted a formal investigation on 303 students from Grade One of a senior high school in Hohhot.On the basis of questionnaire analysis,a structural equation model among English writing anxiety,English writing self-efficacy and English writing performance is constructed.It aims to answer the following three research questions:(1)What are the current situations of English writing anxiety and English writing self-efficacy of senior high school students?(2)What are the relationships among English writing anxiety,writing self-efficacy and writing performance?(3)Does English writing anxiety of senior high school students play a mediating role between writing self-efficacy and writing performance? If it does,what kind of mediating role does it play?As for research methods,SPSS 26.0 and AMOS 26.0 statistical software were used for data analysis.The findings show that: Firstly,senior high school students’ English writing anxiety(M=4.12)and English writing self-efficacy(M=4.41)are at a medium level;Secondly,according to the results of structural equation model(SEM)analysis,senior high school students’ English writing anxiety is negatively related to their writing performance;English writing self-efficacy is positively correlated with writing performance;English writing anxiety is negatively correlated with English writing self-efficacy.Thirdly,English writing self-efficacy plays a partial mediating role between writing anxiety and writing performance,and the indirect effect value is-1.552,accounting for 42% of the total effect;The direct effect value is-2.155,accounting for 58% of the total effect.This shows that English writing anxiety not only has a direct significant negative impact on English writing performance,but also indirectly affects English writing performance through the mediating role of writing self-efficacy.Based on the above research results,some specific teaching suggestions are discussed at last on how to improve students’ writing self-efficacy and reduce students’ writing anxiety are summarized and the limitations of this study and suggestions for future research in related fields.