A Study On The Influence Of Senior High School Students’ English Writing Motivation And Anxiety On English Writing Achievement

English practical writing has always been the weakness of high school students.There are many problems in practical writing,whether it is the teachers ’ responsibility or the students ’.Writing motivation and anxiety are both important factors affecting students’ practical writing.Based on Ryan & Deci’s motivation theory,Bandura’s self-efficacy theory and Krashen’s affective filtering hypothesis,this study intends to investigate high school students’ writing motivation(intrinsic motivation,extrinsic motivation and self-efficacy)and writing anxiety(classroom teaching anxiety,avoidance behavior,ideation anxiety and confidence anxiety)in order to explore the influence of motivation and anxiety on the performance of practical writing and find out the correlation among English writing motivation,anxiety and practical writing.The study aims to provide useful suggestions for the teaching of practical writing in senior high schools.Based on this,the author intends to select 271 senior high school students in Zhangzhou City as subjects to do a survey,and try to answer the following three questions:(1)What is the general situation of high school students’ English writing motivation and writing anxiety?(2)What is the correlation among English writing motivation,writing anxiety and practical English writing?(3)What is the predictive power of writing motivation and writing anxiety over English practical writing performance?In response to the above questions,the author uses SPSS 26.0 tool to analyze the survey data and draws the following conclusions:(1)The English writing motivation of senior high school students is generally above the average level(m=3.04),and extrinsic motivation ranges the top,followed by self-efficacy motivation and intrinsic motivation.The English writing anxiety also stays in the medium level(m=3.00),and the confidence anxiety keeps the highest,followed by avoidance behavior,classroom teaching anxiety and conception anxiety.(2)There is a significant negative correlation between English writing motivation and anxiety,which shows that the former decreases with the increase of the latter.(3)Writing motivation can significantly positively predict 49.6% of practical writing scores,while writing anxiety can significantly and negatively predict 38% of practical writing scores.The combined effect of English writing motivation and anxiety can also significantly and positively predict 50.3%of practical writing performance,which reveals that writing motivation,anxiety or their combined effect will have impacts on practical writing performance.In order to further explore the correlations among the three variables,the author makes a path analysis based on correlation and linear regression.The findings are that although the effect of anxiety on writing achievement is weakened,the combined effect of motivation and anxiety still has a significantly positive effect on practical writing performance.Based on the above conclusions,the author puts forward the following suggestions:(1)Teachers are expected to enrich the writing activities in and out of class to arouse students’ interest in practical writing;(2)They are supposed to strengthen the guidance to the characteristics of practical writing and attach importance to effective training;(3)They are required to make use of peer evaluation to boost the changes from extrinsic motivation to intrinsic one.