A Study Of Rural Junior High School Students’ English Writing Strategies Based On China Standards Of English

On June 1,2018,the Ministry of Education and the National Language Working Committee issued China Standards of English(CSE)which advocates the cultivation of students’ comprehensive language ability,in line with English Curriculum Standards for Compulsory Education(2022 Edition).However,after the introduction of the Standards,few people have studied English writing strategies based on it.In addition,the educational resources of rural schools are quite different from those of cities,and the number of rural schools is relatively small.So there is even less empirical research that can combine the current situation of English teaching in rural junior high schools and the situation of students’ application of English writing strategies.Therefore,it is necessary to investigate the current situation of rural junior high school students’ English writing strategies from the perspective of China Standards of English,so as to improve students’ English writing ability.In this study,183 students from a rural junior high school in Chifeng City are selected as the research subjects,and six English teachers are interviewed.The research tools are student questionnaires,teacher interviews,and students’ English composition tests.The data are collated and analyzed through SPSS 26.0.The following research questions are answered:(1)What is the current situation of rural junior high school students’ English writing strategies based on the survey of China Standards of English?(2)What are the differences between rural junior high school students’ English writing strategies in different grades?(3)How is the correlation between rural junior high school students’ English writing strategies and writing performance?The results show that: Firstly,The overall strategy of junior high school students’ English writing in this rural school is still at Level 2,and is rising from Level 2 to Level 3.Among them,students’ ability to use planning strategies is relatively good,while there are many problems in the use of execution strategies as well as evaluation and remediation strategies.Secondly,Through one-way ANOVA,it can be found that there are significant differences in the English writing strategies of Grade1,Grade 2 and Grade 3 in this rural school,among which there are significant differences in three dimensions: planning strategy,execution strategy,and evaluation and remediation strategy.It shows that although the rural school students have a poor foundation,their ability to use writing strategies has improved significantly.Lastly,Through Pearson correlation analysis and regression analysis,it can be found that there is a significant positive correlation between English writing strategies and writing performance of the rural junior high school students.Planning strategies,execution strategies,and evaluation and remediation strategies are all significantly positively correlated with writing performance.It shows that the reasons for the low level of junior high school students’ English writing in this rural school are related to their writing strategies.Therefore,teachers should strengthen the training of students’ writing strategies so as to improve their writing performance.Based on the above findings,this study puts forward specific suggestions to improve rural junior high school students’ ability to use English writing strategies from the perspectives of students,teachers and schools.