A Study Of The Correlation Between English Writing Anxiety And Writing Achievement In Senior High School

English writing reflects students’ comprehensive ability to use English,which is an important language skill in English Teaching in China.However,for senior high school students,their writing skills are relatively weak.There are many factors which influence English writing,especially students’ writing anxiety.Therefore,this study explores the correlation between English writing anxiety and writing achievement in order to arouse teachers’ thinking about the relationship between English writing anxiety and writing achievement,and help students alleviate English writing anxiety.The subjects of this study are 169 students in Grade Two from a senior high school in Huaibei.This study collects relevant data of English writing anxiety and English writing achievement of students by means of the English writing anxiety questionnaire and English writing test paper.This study makes descriptive statistical analysis,Pearson correlation analysis and regression analysis of the data by SPSS 25.0 to explore the current situation of English writing anxiety,English writing achievement and the correlation between them.At the same time,8 senior high school students are interviewed to further supplement the results of quantitative analysis.Based on the Input Hypothesis,Affective Filter Hypothesis and Humanistic Psychology,this study puts forward the following three research questions:(1)What is the current situation of senior high school students’ English writing anxiety and writing achievement?(2)What is the correlation between senior high school students’ English writing anxiety and writing achievement?(3)What is the predictive power of each dimension of senior high school students’ English writing anxiety on their writing achievement?The results reveal that:(1)Senior high school students are in a medium level of English writing anxiety.Among four dimensions of English writing anxiety,senior high school students’ avoidance behavior and confidence anxiety belong to high-level anxiety,while conception anxiety and classroom teaching anxiety belong to low-level anxiety.(2)There is a significantly negative correlation between senior high school students’ English writing anxiety and their writing achievement.Four dimensions of senior high school students’ English writing anxiety are negatively correlated with their writing achievement,and the correlation degree from high to low is as follows:avoidance behavior,conception anxiety,classroom teaching anxiety and confidence anxiety.The English writing achievement of senior high school students is generally at the middle level.It is necessary for students to improve their English writing achievements.(3)Among the four dimensions of English writing anxiety,conception anxiety,avoidance behavior and confidence anxiety have predictive effects on writing achievement.Based on data analyses and interview results,this study proposes some teaching suggestions to alleviate students’ anxiety in English writing so as to improve their English writing achievement.