| The English Curriculum Standard for Compulsory Education（2022）demonstrates that language competence serves as the foundation of English core competence,which emphasizes that writing as an expressive and output skill plays a vital role in English teaching.In addition,with the deepening of second language acquisition research,the emotional factors in the process of language acquisition have received attention,including English academic self-concept.However,the existing researches mainly focus on the overall study of English academic self-concept,while researches on its sub-concept,English writing self-concept,are relatively finite.Therefore,this study take English writing self-concept as an entry point and junior high school students as the research subjects to explore the relationship between English writing self-concept and English writing achievement.Based on Shavelson’s Multidimensional and Hierarchical Model and Self-enhancement Model,this study used questionnaires and interviews to investigate the English writing self-concept of 338 students from Q Middle School in Hohhot.The following three questions are discussed: 1.What is the status quo of English writing self-concept of junior high school students? 2.Does English writing self-concept of junior high school students differ significantly with respect to grades and genders? 3.What is the relationship between English writing self-concept of junior high school students and English writing achievement?The research conclusions are as follows.Firstly,junior high school students’ English writing self-concept is at a medium level,and its sub-dimensions（self-cognition,self-experience and self-behavior）state at medium levels as well.Secondly,there are significant differences in the English writing self-concept of junior high school students in terms of grades and genders.It is shown that,as for different grades,English writing self-concept of the 8th grade students is significantly higher than that of the 9th grade students,while there is no significant difference in English writing self-concept between Grade 7 students and students in the other two grades.In terms of different genders,the English writing self-concept of girls is significantly higher than that of boys.Thirdly,the English writing self-concept and its sub-dimensions of junior high school students have significant positive correlations with English writing achievement,and the English writing self-concept of junior high school students has a certain predictive power on English writing achievement.Based on the above research conclusions and the research questions,this study suggests that junior high school English teachers and students should start from the sub-dimensions of English writing self-concept to enhance students’ English writing self-concept.It is suggested that teachers should provide students with appropriate writing scaffolding,give targeted feedback to students’ writing,and make English writing teaching dynamic.Students should enhance confidence,make correct attribution,and make English writing learning dynamic.Besides,teachers and students should also accurately grasp and make use of the critical development period of English writing self-concept,and give full play to students’ writing advantages according to different grades and students’ individual（gender）differences. |
