A Study Of The Relationships Among High School Students’ Self-Regulated Learning Strategies,Foreign Language Enjoyment And English Writing Achievement

The General High School English Curriculum Standard(2020)noted that attention should be paid to learners’ emotional factors in English learning and guide students to actively deploy various English learning strategies to improve English learning efficiency.Currently,English language teaching in China focuses more on transmitting language knowledge.It neglects the students’ affective factors and the cultivation of self-regulated learning strategies application ability in foreign language learning.Foreign language learners’ self-regulated learning and foreign language enjoyment have been a cynosure in second language acquisition.English writing is an integral part of foreign language learning,which is considered a complex and challenging process.From literature at home and abroad,most correlational studies only focus on the effects of self-regulated learning strategies and foreign language enjoyment on foreign language achievement,and only the quantitative research method is mainly adopted.This study takes 280 students of Grade 11 in J Senior High School as the participants and adopts quantitative and qualitative research methods to investigate the general profile of high school students’ self-regulated learning strategies and foreign language enjoyment in English writing,and to explore the correlation among senior high school students’ self-regulated learning strategies,foreign language enjoyment and English writing achievement.The study is designed to address the following three questions:(1)What is the general profile of high school students’ self-regulated learning strategies and foreign language enjoyment?(2)What is the relationships between high school students’ self-regulated learning strategies,foreign language enjoyment and English writing achievement ?(3)What is the mediating effect of self-regulated learning strategies in the relationship between foreign language enjoyment and English writing achievement ?Questionnaires,interviews,and an English test are employed to collect the data.Then the data are analyzed by SPSS 22.0.It is found that the high school students’ self-regulated learning strategies is at the medium level,and their foreign language enjoyment is above the medium level.The analysis results show significant positive correlations among high school students’ self-regulated learning strategies,foreign language enjoyment,and English writing achievement.In addition,self-regulated learning strategies are involved as a mediator in the correlation between foreign language enjoyment and English writing achievement.The effect of foreign language enjoyment on English writing achievement is mediated by self-regulated learning strategies.Clarifying the correlation among senior high school students’ self-regulated learning strategies,foreign language enjoyment,and English writing achievement is of great importance for high school students to improve their ability to deploy self-regulated learning strategies and improve their foreign language enjoyment in English writing.Based on the above results,some suggestions as well as limitations of this study for future improvement are presented.