The Effect Of Senior Grade Two High School Students’ English Writing Self-concept And Writing Meta-cognitive Strategy On Their English Writing Achievements

The National English Curriculum Standards for General Senior High School（2017）proposes to attach importance to cultivate students’ writing micro-skills and add new types of writing tests,putting higher demands on English writing;However,writing is usually a complex activity for high school students,which needs to manage cognitive and affective factors simultaneously.Many of them fear or even escape English writing,making it difficult to improve their expression skills.English writing self-concept and English writing meta-cognitive strategy are important components of the affective and cognitive aspects in the learning process respectively.To explore how English writing self-concept and English writing meta-cognitive strategy have an impact on English writing scores of grade two students can help teachers to guide students to write better.Using questionnaire survey,interview and statistical analysis,this study investigated 306 senior two high school students and explored the following questions:（1）What is the level of self-concept and meta-cognitive strategy in English writing of grade two students?（2）Are there any correlations between self-concept,meta-cognitive strategies and writing scores of grade two students in English writing? If so,what is the correlation?（3）Is there a mediating effect between self-concept,meta-cognitive strategies in English writing and English writing achievement of grade two students?The results found that:（1）The mean value of self-concept in English writing of grade two students was 3.5347,the mean value of English writing score was 9.4（full score: 15）,and the mean value of meta-cognitive strategy in English writing was 2.93.In terms of four sub-dimensions,the mean values were selective attention（3.49）,self-monitoring（3.38）,planning in advance（2.50）and self-evaluation（2.39）.（2）The correlation coefficient of grade two students between self-concept in English writing and English writing performance r =0.573（p < 0.01）;The correlation coefficient between meta-cognitive strategies and English writing performance r = 0.576（p < 0.01）;The correlation coefficient between self-concept and meta-cognitive strategies in English writing was r = 0.671（p < 0.01）.The multiple regression equation of English writing self-concept,English writing meta-cognitive strategies and English writing performance of grade two students was: English writing performance =3.482 + 0.771 × English writing self-concept + 1.089 × English writing meta-cognitive strategies.（3）In the constructed mediation model,the total standardized effect of English writing self-concept on English writing achievement is 0.573（p < 0.05）,the direct effect is-0.212（p > 0.05）,and the indirect effect is 0.785（p < 0.05）.In conclusions:（1）the self-concept level of English writing of grade two students is in the middle level,and the overall score of English writing is above the middle level;The overall level of English writing meta-cognitive strategy is medium,and its sub-dimension is selective attention > self-monitoring > planning in advance > self-evaluation.（2）There was a significant positive correlation between English writing self-concept and English writing achievement,a significant positive correlation between English writing meta-cognitive strategy and English writing achievement,and a significant positive correlation between English writing self-concept and English writing meta-cognitive strategy.In addition,English writing meta-cognitive strategies and English writing self-concept effectively predicted English writing performance,and English writing performance improved as the level of both increased.（3）When the mediating model is constructed,English writing self-concept no longer directly affects English writing scores,but has an indirect effect,which continues to affect English writing scores through the full mediating effect of English writing meta-cognitive strategy.According to the above conclusions,this study puts forward some pedagogical suggestions from the aspects of enhancing the awareness of using meta-cognitive strategies in English writing and establishing positive self-concept in English writing,so as to effectively improve students’ English writing performance through teaching practice.