The Effect Of Self-regulated Learning Strategies On Senior High School Students’ English Writing

Participants of this study were 410 grade-10 students from Yuxi No.1 High School in 2019-2020 academic year.The liberal arts class was the experimental group while the science class was the control group.Before the intervention,all the students answered a questionnaire on self-regulated learning strategies in English writing and took a test on English writing level homogeneity.The results showed no significant difference in the use of self-regulated learning strategies and English writing level between the experimental group and the control group.In the intervention,the experimental group received English writing self-regulated learning strategy training for 4 weeks,while the control group followed the conventional learning approach.After the experiment,all the participants took a second test on English writing proficiency.The results showed that participants both from liberal art classes and science classes have weak self-regulated learning strategies in English writing,and seldom use self-regulated learning strategies in ordinary English writing.The scores of the four dimensions of self-regulated learning strategy ranged from high to low were: cognitive participation,metacognitive knowledge,resource management,and motivational belief.The score of the strongest cognitive participation strategy was 3.41,and the score of the weakest motivational belief strategy was 2.82.There was no significant difference in the use of self-regulated learning strategies in English writing between male participants and female participants,and there was no difference in the use of self-regulated learning strategies in English writing between Han and other minority students.The ability to use languages of ethnic minority groups had no influence on the use of self-regulated learning strategies in English writing.However,there were great differences between students who were admitted into high school according to the marks they got in the high school entrance examination and students who were admitted due to the preferential enrollment policy in the use of self-regulated learning strategies in English writing,and the earlier the students started learning English,the more they used self-regulated learning strategies,and students with extracurricular English training experience used more self-regulated learning strategies in English writing.In addition,the average writing score of the experimental group was significantly higher than that of the control group in the post-test.The training and learning of self-regulated learning strategies improved the English writing of the participants in this study.