A Study On The Correlation Among English Writing Meta-Cognitive Strategies,Writing Self-Efficacy And Writing Scores Of Senior High School Students

English writing is a comprehensive process of demonstrating the ability to effectively output perceptual information from language skills such as listening,speaking,reading and so on.For second language learners,writing can best reflect their language ability and thinking ability,and writing can also reflect their foreign language proficiency to a certain extent.The National English Curriculum Standards for Senior High School(2017)also set out clear requirements for senior high school English writing: senior high school students are required to independently complete a coherent and logical English composition in accordance with the writing requirements.However,after communicating and consulting with the front-line teachers of the internship school,the author found that the English writing quality and writing scores of senior high school students were not satisfactory at present.On the one hand,senior high school students do not know how to write English compositions well,and it is difficult for them to exert their own subjective initiative in the process of writing,which involves their ability of English writing and the application of strategies.If students can learn to use learning strategies correctly in the process of English writing,especially learn to use writing meta-cognitive strategies,they can improve their English writing ability to a certain extent.On the other hand,students are reluctant to write in English due to the influence of individual psychological and emotional factors.And Self-efficacy,as one of the main emotional factors affecting English writing,is regarded as the psychological driving force for learners to develop continuously,and it plays an important role in the improvement of English writing ability.Therefore,this study carried out the empirical study on senior high school students’ English writing meta-cognitive strategies,writing self-efficacy and writing scores,which its aim to try to find out the relationship between the three.Supported by meta-cognition theory and self-efficacy theory,this study conducted a related survey and analysis of 230 students in grade two of a senior high school in a City of Jilin Province with the help of research tools such as questionnaires and interviews.The purpose is to answer the following research questions:(1)What’s the status quo of senior high school students’ use of English writing meta-cognitive strategies and the level of their writing self-efficacy?(2)Are there differences in the use of writing meta-cognitive strategies and writing self-efficacy among senior high school students with different English writing scores? Are there differences in the writing scores and the use of writing meta-cognitive strategies among senior high school students with different levels of English writing self-efficacy?(3)What is the correlation among senior high school students’ English writing meta-cognitive strategies,writing self-efficacy and writing scores ?After analyzing and discussing the relevant data,this study mainly draws the following conclusions: the overall use of English writing meta-cognitive strategies among senior high school students,and their overall writing self-efficacy are both at a medium level.There are significant differences in the use of writing meta-cognitive strategies and writing self-efficacy among senior high school students with different English writing scores;there are significant differences in writing scores and the use of writing meta-cognitive strategies among senior high school students with different levels of English writing self-efficacy.There is significant positive correlation among English writing meta-cognitive strategies,writing self-efficacy and writing scores.English writing meta-cognitive strategies significantly and positively predict writing self-efficacy;writing self-efficacy significantly and positively predicts writing scores;writing self-efficacy plays a complete mediating role in the impact of English writing meta-cognitive strategies on writing scores.Last but not least,based on the above research conclusions,this study puts forward some teaching enlightenment and suggestions for senior high school English writing teaching,in order to arouse the attention of senior high school English teachers and students to English writing meta-cognitive strategies and writing self-efficacy,so as to achieve the ultimate goal of improving students’ writing level.