An Investigation On Senior High School Students’ English Writing Strategy Use ——A Case Study Of A Key Senior High School In Huizhou

English writing,a fundamental skill in language learning,embodies learners’ ability to use the language.However,it remains a big problem for teachers and students.At the same time,continuous writing makes writing more challenging in the New College Entrance Examination.The effectiveness of strategies use in language learning has been widely acknowledged by researchers at home and abroad.Moreover,General Senior High School Curriculum Standards: English（2017 Edition）emphasizes that students’ ability of using learning strategies should be developed as a core English subject competence to promote students’ autonomous learning and lifelong learning ability.In order to understand the current situation of English writing strategies use,this study surveyed 280 senior high school students in Huizhou.Questionnaire and interviews are adopted,aiming to answer the following three research questions:（1）What writing strategies are frequently used by senior high school students?（2）What are the differences between high-intermediate achieving students and low-achieving students in using writing strategies?（3）What problems do students have in writing and in using writing strategies? What are the causes? The data is analyzed by SPSS23,including descriptive analysis and independent sample t-test.The results are listed in the following:（1）The overall use of writing strategies stays at a medium level.The language means emerges as the most frequently used strategy,followed by cognitive strategies,meta-cognitive strategies,and social-affective strategies.Organization strategy is the least frequently used by senior high school students.（2）There are significant differences between high-intermediate achieving and low-achieving students in using meta-cognitive strategies,cognitive strategies,organization strategies,and language means except for social-affective strategies.There exist differences in self-evaluation,self-monitoring,note-taking,practicing,revising,making an outline,sentence variety,and coherence.High-intermediate achieving students use various learning strategies more frequently than low-achieving students,such as practicing,making an outline,selecting words,sentence variety,and coherence.（3）In continuous writing,it is difficult to understand the reading material and to maintain coherence and consistency with the original text.There are problems in writing and in using writing strategies,which cover few interactions between students and failing to use strategies in the writing process.The causes for the current situation mainly relate to teachers’ teaching,student’s English proficiency,and student’s learning style.Based on the major findings,pedagogical implications are presented as follows:（1）Overall knowledge of writing strategy should be taught to students,such as the importance and variety of strategies.（2）Strategy training activities should be implemented in writing classes and daily teaching.（3）Besides,strategies used at a low frequency should be encouraged,such as free-thinking and taking notes of good ideas.Practicing and resourcing should be strengthened in the teaching.（4）Learners should be encouraged to work in pairs and in groups to develop cooperation ability.（5）Writing portfolios can be used to do self-evaluation.