A Survey Study On English Writing Anxiety And Self-regulation Strategies Of Senior High School Students

Listening,speaking,reading and writing are the necessary inspection skills for English learning,among which writing is the comprehensive embodiment of the other three language skills.In addition,the proportion of 25 points in the college entrance examination English paper is sufficient to show a value that cannot be underestimated in high school English learning.With the rise of humanistic psychology and the proposal of affective filtering hypothesis,more and more researchers pay attention to the importance of affective factors.Anxiety is considered to be the most important affective factor affecting students’ foreign language learning.By browsing the previous literature,we can easily find that there are many methods to reduce students’ writing anxiety from external factors,while there is a lack of research on regulating writing anxiety from learners’ internal factors.In addition,there are few relevant research designs for high school students.Therefore,this study aims to select senior high school students as the research subjects to explore the following three questions:1.What is the current level of high school students’ English writing anxiety?2.What is the general situation of high school students’ use of self-regulation strategies?3.What are the differences in the use of self-regulation strategies among students with different anxiety levels?On the basis of previous studies,based on humanistic psychology and Krashen’s affective filtering hypothesis,this study investigates 249 students in a senior high school in Puyang through Cheng’s（2004）second language writing anxiety scale,Ma Jie and Dong Pan’s（2017）writing anxiety self-regulation strategy scale and interviews.Then the collected data is analyzed by SPSS 25.0 data analysis software,and the following research results are obtained:（1）The English writing anxiety of senior high school students is generally above the medium level,among which the avoidance behavior anxiety is the highest,followed by cognitive anxiety and somatic anxiety.（2）The use of self-regulation strategies of senior high school students is generally at a medium low level,in which the use frequency of conception strategies is the highest,followed by affective strategies and avoidance strategies,while the use frequency of action strategies is the lowest.（3）Senior high school students with different levels of English writing anxiety have significant differences in the use of action strategies and avoidance strategies,and no significant differences in the use of conception strategies and affective strategies.Finally,according to the research conclusion,from the perspective of English teachers and high school students,the author puts forward some suggestions to help teachers more objectively understand students’ anxiety and the use of self-regulation strategies,timely adjust teaching methods and give students positive guidance,and help students treat anxiety correctly and use positive self-regulation strategies to alleviate writing anxiety.