A Study On The Correlation Between English Writing Anxiety And Writing Strategies Of Middle School Students Attached To Xinjiang Normal University

Despite of the considerable studies on foreign language on writing apprehensionand writing strategies, relatively little research has been completed related to thecorrelation between writing anxiety and writing strategies. However, reviewing of thestudies on the correlation between English writing anxiety and writing strategies, mostof the previous studies have done on college students and little have examined onsenior high school students. This thesis is to explore the correlation between Englishwriting anxiety and writing strategies of Middle School students Attached to XinjiangNormal University. The following questions are designed:1. what is the state ofEnglish writing anxiety and writing strategies of Middle School students Attached toXinjiang Normal University?2. What is the relationship of English writing anxietyand writing strategies among Middle School students Attached to Xinjiang NormalUniversity?3. Is there any difference between low-anxiety group and high-anxietygroup in using writing strategies?4. What’s the relationship of English writinganxiety and writing strategies among students in different grades?The subjects are150senior school students from Middle School Attached toXinjiang Normal University. Descriptive statistics, Pearson co relational analysis, andt-test are employed in this study.The results of the study are listed as followings: firstly, senior school studentsfrom Middle School attached to Xinjiang Normal University suffer moderate level ofwriting anxiety. Cognitive anxiety is at a comparatively high frequency level. Writingstrategies is employed at a moderate level. The utilization of while-writing strategiesis at a comparatively high frequency level, while planning strategies and revisingstrategies at a comparatively low level. Secondly, writing anxiety has a negativerelation to the employment of writing strategies. The application of planningstrategies, while-writing strategies, and revising strategies also showed a negativecorrelation to writing apprehension. Thirdly, the significant difference does existbetween high-anxiety group and low anxiety group in the utilization of planningstrategies, while-writing strategies and revising strategies. Besides, high-anxietygroup receive lower frequency use of English writing strategies than low-anxietygroup. Finally, Writing anxiety has a negative relation to the employment of writingstrategies between grade one and grade three in senior high school. In addition,students from grade one in senior high school has a higher coefficient than students from grade three in the correlation between writing anxiety and the application ofwriting apprehension.The results of the present study are analyzed. Related pedagogical implicationsare put forward to reduce students’ writing anxiety. The significance of this study mayfacilitate future researches related in this field.