A Survey Of Senior High School Students’ Use Of English Writing Strategies

English writing strategy is an important part of English writing ability.The National English Curriculum Standards for General High School(2017 Edition 2020 Revision)points out that effective use of learning strategies can help improve the effectiveness and efficiency of students’ English learning.Over the years,there have been a wealth of researches in this area,including many studies on English writing strategies,but the previous studies of English writing strategies have rarely used the English writing strategy scale in the China’s Standards of English Language Ability(the Ministry of Education,2018)as a questionnaire to study the use of English writing strategies by senior high school students.Therefore,it is really necessary to conduct such a study so as to provide some useful references for the teaching and learning of English writing strategies for senior high school students.This study,based on the theories of Communicative Language Ability and Cognitive Process of Writing,combines quantitative and qualitative research methods.A total of 373 senior high school students in Senior One and Senior Two of Nanning X High School are selected as the research subjects of questionnaire,with 10 students and 6 English teachers as the interviewee.It tries to answer the following three research questions:(1)How well can senior high school students use English writing strategies?(2)Are there any grade differences in senior high school students’ use of English writing strategies? If so,what are the differences?(3)Are there any gender differences in senior high school students’ use of English writing strategies? If so,what are the differences?The research findings are as follows:(1)The participants in Senior One can barely use the English writing strategies(Mean=2.92).The participants in Senior Two can basically use the English writing strategies(Mean=3.11).The best used English writing strategies by both Senior One and Senior Two participants are formulation strategies,followed by the revision strategies,and finally the planning strategies.(2)There are significant grade differences in the use of English writing strategies among senior high school students(Sig.=0.003).Specifically,the Senior Two participants can better use formulation strategies and revision strategies than the Senior One participants.(3)There are significant gender differences in senior high school students’ use of English writing strategies(Sig.=0.002),which is reflected in that female participants in two grades can use planning strategies,formulation strategies,and revision strategies better than the male participants in two grades.Based on the research findings,some suggestions are proposed for the teaching and learning of senior high school students’ English writing strategies,as well as for the future study.