A Study On The Influence Of Students' Self-efficacy On English Writing Strategy In Senior High School

English writing,as an output skill of English,is still the most difficult part in the process of learning English for the students in senior high school.Many educators have studied it and given students numerous suggestions for learning English writing.This paper aims to study the influence of writing self-efficacy on the use of writing strategy in senior high school,and explores some effective methods for senior high school students to improve their use of writing strategy and their writing performance.This study investigates the current situation of senior high school students' writing self-efficacy and the use of writing strategy by applying questionnaire and interview instruments.At first,the researcher adopts literature review to collect some relevant information,and then designs the questionnaire and interview.The questionnaire can be divided into two parts.The first part includes the questions about students' use of writing strategy.The second part includes the questions about students' writing self-efficacy.The researcher adopts Oxford's language learning strategy as the test of students' writing strategy.For students' self-efficacy,the researcher adopts a German psychologist Ralf Schwarzer's General Self-efficacy Scale and combines it with students' writing.After teaching a month,the researcher gave out the questionnaires.In this investigation,128 high school students from different grades of Xinjiang Vocational Education Center in Shanxi Province were investigated and 120 valid questionnaires were collected for this study.When students finished the questionnaires,the researcher chose 20 students,who were divided into high writing score group and low writing score group,from them to conduct the interview.After the interview,their answers were recorded and classified.The data collected are analyzed by SPSS(17.0)and Excel,and then the results are discussed.The main questions of this study are: 1.What is the current situation of senior high school students' use of writing strategy and their writing self-efficacy? 2.What are the differences between high and low English writing level students in efficacy and the use of English writing strategy? 3.What are the differences among students of different grades in efficacy and the use of English writing strategy? 4.What is the relationship between self-efficacy and the use of writing strategy?It can be found from the analysis that the level of senior high school students' use of writing strategy and their writing self-efficacy both belong to medium level.When the data is divided into two group-high and low writing score groups,the researcher finds that the students who have high English writing level use writing strategy more frequently than the students who have low level writing level and the former have higher writing self-efficacy than the latter.It shows that the use frequency of writing strategy and students' writing self-efficacy both influence students' writing performances.In terms of different grades groups,the researcher finds that students of different grades have different using frequency of writing strategy and different writing self-efficacy.At last,the significant and bidirectional positive correlation between students' self-efficacy and their use of writing strategy is discovered by analyzing the data.It indicates that students' writing self-efficacy can be enhanced by increasing students' use frequency of writing strategy.In the same way,students' use of writing strategy also can be improved by enhancing students' writing self-efficacy.