A Survey Of The Relationship Between Students' Writing Self-efficacy And English Writing Strategy In Senior High School

As an important skill for senior high school students,English writing has always been a challenging part of their English learning process.Writing is a productive skill and an essential part of second language acquisition.English writing ability is not only an important skill that students need to master,but also an important embodiment of students' language ability and thinking ability.English writing is more than a complex cognitive activity.It's also an emotional activity.In the field of second language acquisition,increasing attention has been paid to the study of positive affective factors represented by self-efficacy.As an intrinsic motivation variable,self-efficacy will affect learners' strategy choice and learning effect.Using questionnaires as the principal research method,this thesis aims to investigate the writing self-efficacy level of senior high school students' English writing,the use of English writing strategies and the relationship between them.The significance of this thesis lies in exploring how to improve the self-efficacy of senior high school students' English writing and guide senior high school students to use appropriate English writing strategies,and providing some reference to English writing teaching in the future.This study responds to the following three questions: 1)What is the current situation of students' self-efficacy in English writing? 2)What is the current situation of students' use of English writing strategies? 3)Is there any correlation between writing self-efficacy and writing strategies among high school? In this study,a total of 273 valid questionnaires are collected from 300 students in Ling Yuan No.2 senior high school.The results of the data analysis show that senior high school students' self-efficacy in English writing is at medium level,and writing skill self-efficacy is higher than writing task self-efficacy.The use of English writing strategies is at medium level,and language means strategy is the most frequent one,followed by conception strategy,emotional strategy,dictionary-searching strategy,resource management strategy and remedial strategy.Finally,there is positive correlation between English writing self-efficacy and English writing strategies,indicating that students with high self-efficacy use English writing strategies more often.Depending on the research results,the thesis hopes to enrich the research results in the field of English writing and provide pedagogical implications for English writing.It is suggested that teachers should build up students' self-confidence in English writing,strengthen the training of writing strategies,and improve students' ability to utilize various writing strategies effectively.