| Writing,as one of the five English skills reflecting students’ ability of using English to process and organize information in order to express their ideas.English Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision)put forward three levels of standards for senior high school students’ English writing ability.However,the sampling results of writing scores of the college entrance examination in recent years show that students’ overall expressive ability is still far from the expected level.Therefore,in the process of students’ writing,how to use some effective strategies to help students complete writing tasks and improve their writing ability and scores has become a very important issue in the academic community.Motivational regulation strategies is the strategy that can motive students’ enthusiasm and persistence.This study aims to investigate the current overall situation of the use of motivational regulation strategies among senior high school students and its relationship with writing performance.The research questions are as follows:(1)What is the overall situation of motivation regulation strategies of senior high school students?(2)If there is a correlation between writing motivational regulation strategies and writing performance among these senior high school students? If there is a correlation,what is the reason for this ?This study is based on the Self-determination Theory(SDT)and Motivational Psychology Theory,with the aids of questionnaires of motivational regulation strategies,writing test and semi-structured interview.A total of 240 students from grade 2 of senior high school in Yuanbaoshan No.1 Middle School of Chifeng participate in this study.SPSS 26.0 was applied to analyze the collected data,including descriptive statistical analysis,correlation analysis,multiple linear regressive analysis.The results of the research are as follows: Firstly,the current overall situation of motivational regulation strategies among senior high school students is at an above average level(M=3.63).The most frequently used strategy are Emotional Control and Environment Structuring strategies(M=3.76),and then are Performance Self-talk and Interest Enhancement(M=3.69/3.67).The least frequently used strategy is Mastery Self-talk(M=3.29).Secondly,there is a significant high positive relationship between motivation regulation strategies and English writing performance,that is motivation regulation strategies can predict students’ English writing performance powerfully.Thirdly,the interview results show that the main factors affecting students’ English writing performance are personal emotion,environment and the pursuit of high scores.This study puts forward some specific suggestions for both teachers and students on English writing from the aspects of motivational regulation strategies and English writing.Also,the author further validates the role of motivation regulation strategies in English learning. |
