The Effects Of Writing Instruction Based On SRL Strategies On Junior High School Students’ Self-Efficacy And Performance In English Narrative Writing

English writing involves the influence of several factors such as cognition,meta-cognition and motivation,which is a complex process.A lot of research indicates that many students have a low sense of writing self-efficacy and are afraid of completing writing tasks.In order to improve students’ writing skills,scholars have conducted many explorations on writing instruction.Previous research has shown that students’ use of self-regulated learning(SRL)strategies in English writing affects their writing self-efficacy and writing performance.Based on SRL strategies,scholars have constructed writing teaching instruction,and the most common one is Self-Regulated Strategy Development(SRSD)proposed by Harris et al.Teng & Zhang proposed SRL strategies-based writing instruction,based on the SRSD and in the context of second language writing.However,previous studies have mainly involved high school and college students and the genres studied were mainly argumentative essays.This study adapted Teng & Zhang’s SRL strategies-based writing instruction and tried to explore the effects of writing instruction based on SRL strategies on junior high school students’ self-efficacy and performance in English narrative writing,and investigate the following two research questions:(1)What are the effects of the writing instruction based on SRL strategies on junior high school students’ self-efficacy in English narrative writing?(2)What are the effects of the writing instruction based on SRL strategies on junior high school students’ performance in English narrative writing?In this study,100 Junior Two students from a secondary school in Shiqi District,Zhongshan City were selected for the study.A 10-week teaching experiment was carried out with 50 students in the experimental class and 50 students in the control class.The experimental class adopted the writing instruction based on SRL strategies,while the control class adopted the conventional writing teaching instruction.In order to solve the above two research questions,Teng et al.’s Second Language Writer Self-Efficacy Questionnaire(L2WSQ)was used to investigate students’ writing self-efficacy.In addition,students were asked to complete a narrative writing test in order to understand their writing performance.In order to find out whether there a significant difference in students’ use of SRL strategies before and after the experiment,Teng & Zhang’s Writing Strategies for Self-regulated Learning Questionnaire(WSSRLQ)was used to investigate students’ use of SRL strategies.The results of the pre-interview and post-interview were also used as supplementary materials for this study.The results of the study showed that the writing instruction based on SRL strategies(1)is conducive to improving junior high school students’ self-efficacy in English narrative writing.Under the three dimensions of writing self-efficacy,there were significant changes in linguistic self-efficacy and performance self-efficacy,and there was no significant difference in self-regulatory efficacy;(2)is beneficial in improving junior high school students’ performance in English narrative writing.The results of this study have implications for the teaching of English narrative writing in junior high schools.Teachers should make reasonable use of this model to promote students’ better use of SRL strategies,reduce their cognitive load,and improve their writing self-efficacy and writing performance.